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Stability Pact for South Eastern Europe Task Force Education and Youth South Eastern European Education Reform Implementation Initiative Good Practice.

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Presentation on theme: "Stability Pact for South Eastern Europe Task Force Education and Youth South Eastern European Education Reform Implementation Initiative Good Practice."— Presentation transcript:

1 Stability Pact for South Eastern Europe Task Force Education and Youth South Eastern European Education Reform Implementation Initiative Good Practice in Education and Training Development and Reform Working Meeting of Seniors Officials from SEE Predeal, May 2003 Teacher training reform insertion into the general education reform process Country: Moldova Author:

2 Good Practice in Education and Training Development and Reform 1. Priority Area The priorities lie within the priority area defined as development of opportunities for lifelong learning as a key means to stimulate economic regeneration in the region (8): Transformation of the continuous professional development in a tool for overcoming crisis situations in the educational field; Transformation of the continuous professional development in a tool for overcoming crisis situations in the educational field; Democratization of the teaching process through means of teachers professional development Democratization of the teaching process through means of teachers professional development –On individual level –On the school learning community level

3 Good Practice in Education and Training Development and Reform 2. General Objective(s) Renovation of the professional development process on the basis of training structures: training centers for continuous development, local networks for sharing and support, educational institutions; Renovation of the professional development process on the basis of training structures: training centers for continuous development, local networks for sharing and support, educational institutions; Neutralization of the process of separation of the teacher from his/her own professional ego, through recognition of personal demands for development and professional growth; Neutralization of the process of separation of the teacher from his/her own professional ego, through recognition of personal demands for development and professional growth; Promotion of the development of a training environment that will stimulate the teacher to make a special, conscientious effort during every training endeavor. Promotion of the development of a training environment that will stimulate the teacher to make a special, conscientious effort during every training endeavor. Implementation of democratic teaching practices into the system, via continuous teacher education tools, both at pre-service and in- service level Implementation of democratic teaching practices into the system, via continuous teacher education tools, both at pre-service and in- service level Facilitation of access to quality education for all, via teacher training tools Facilitation of access to quality education for all, via teacher training tools Professional assistance in self-evaluation and development planning from the grass roots for schools from rural area, fostering teacher leadership and experience sharing between individuals and institutions Professional assistance in self-evaluation and development planning from the grass roots for schools from rural area, fostering teacher leadership and experience sharing between individuals and institutions

4 Good Practice in Education and Training Development and Reform 3. Specific Objectives To elaborate training programs that will be able to establish the link between the requirements and the content of the teaching profession, of the general development and of learning situations that the teachers has to face; To elaborate training programs that will be able to establish the link between the requirements and the content of the teaching profession, of the general development and of learning situations that the teachers has to face; To elaborate a progressive model of professional development; To elaborate a progressive model of professional development; To illustrate the pathway to professional promotion; To illustrate the pathway to professional promotion; To incorporate development of critical thinking and problem solving skills in the professional training programs; To incorporate development of critical thinking and problem solving skills in the professional training programs; To promote the incorporation of the interactive methodologies into the everyday classroom practice, via in-service training programs build on a here and now basis (current training needs of the teachers; To promote the incorporation of the interactive methodologies into the everyday classroom practice, via in-service training programs build on a here and now basis (current training needs of the teachers; To foster the development of the educational services market, fostering the diversification of training programs and teacher training providers (besides state institutions) To foster the development of the educational services market, fostering the diversification of training programs and teacher training providers (besides state institutions)

5 Good Practice in Education and Training Development and Reform 3. Specific Objectives (cont.) To support continuous professional development of teachers from rural areas, through training programs in the area of interactive teaching; To support continuous professional development of teachers from rural areas, through training programs in the area of interactive teaching; To support continuous professional development of teachers working with disadvantaged groups of students; To support continuous professional development of teachers working with disadvantaged groups of students; To assist schools in the development of self-sustainable potential through access to information and sharing of the practices of localised success To develop community and student involvement in the decision making process To promote innovative educational and managerial practices through building connections to international educational communities To elaborate a coherent methodology for school improvement actions via professional development tools, based on actual social, economical, cultural conditions specific for Moldovan society

6 Good Practice in Education and Training Development and Reform 4. Target Group(s) In-service teachers at the general education level In-service teachers at the general education level Teachers and students from pedagogical universities and colleges (pre-service level) Teachers and students from pedagogical universities and colleges (pre-service level) Educators and school communities from disadvantaged (rural) areas Educators and school communities from disadvantaged (rural) areas

7 Good Practice in Education and Training Development and Reform 5. Activities Training of trainers and training of teachers via a cascade method (within the World Bank Education Reform Project in Moldova); Training of trainers and training of teachers via a cascade method (within the World Bank Education Reform Project in Moldova); Development of the Concept paper for Professional Development and Strategy for Professional Development in the educational field (within the World Bank Education Reform Project in Moldova); Development of the Concept paper for Professional Development and Strategy for Professional Development in the educational field (within the World Bank Education Reform Project in Moldova); Training in innovative methodology for professors from pedagogical universities (supported through efforts of the NGO sector) Training in innovative methodology for professors from pedagogical universities (supported through efforts of the NGO sector) Development of new training courses at pre-service teacher training institutions (supported through efforts of the NGO sector) Development of new training courses at pre-service teacher training institutions (supported through efforts of the NGO sector)

8 Good Practice in Education and Training Development and Reform 6. Partners Involved Ministry of Education; Ministry of Education; World Bank Education Reform Project in Moldova; World Bank Education Reform Project in Moldova; Local partners and in-kind contributors: educational NGOs, pedagogical higher education institutions, schools and local public authorities. Local partners and in-kind contributors: educational NGOs, pedagogical higher education institutions, schools and local public authorities.

9 Good Practice in Education and Training Development and Reform 7. Resources USD 3.3 mln have been allocated for the 4 th component Teacher Training of the Education Project. The amount of USD 2,2 mln from the World Bank counterpart and about 500 thouthand from Republic of Moldova Government share have been spent for training activities, allowances, transportation, accommodation, equipment, salaries, didactic materials and other necessities by April 1, 2003.

10 Good Practice in Education and Training Development and Reform 8. Achievements to Date Training focused on the implementation of new curricula offered to the great majority of the general education teachers from grades 1-10 (WB project) Training focused on the implementation of new curricula offered to the great majority of the general education teachers from grades 1-10 (WB project) Development of the Concept paper for Professional Development and Strategy for Professional Development in the educational field (WB project) Development of the Concept paper for Professional Development and Strategy for Professional Development in the educational field (WB project) Training focused on the implementation of new curricula offered to teachers at lyceum level (grades 10-12, NGO sector projects) Training focused on the implementation of new curricula offered to teachers at lyceum level (grades 10-12, NGO sector projects) Incorporation of interactive methodology at the school level and university level (NGO sector projects) Incorporation of interactive methodology at the school level and university level (NGO sector projects) Changes in the teaching practices at the individual and school level (based on field evaluations in schools) Changes in the teaching practices at the individual and school level (based on field evaluations in schools) High interest of teachers and school managers for the innovative training models. High interest of teachers and school managers for the innovative training models.

11 Good Practice in Education and Training Development and Reform 9. Perspectives Policy development in the area of decentralization of teacher training system and promotion of teacher-centered approaches Policy development in the area of decentralization of teacher training system and promotion of teacher-centered approaches Facilitation of development of in-formal networks for experience sharing and improvement of current teaching practices Facilitation of development of in-formal networks for experience sharing and improvement of current teaching practices Incorporation of innovative methodology and training approaches into the pre-service training institutions curricula Incorporation of innovative methodology and training approaches into the pre-service training institutions curricula Dissemination of best practices of grass-root school improvement projects via teacher professional development within the system Dissemination of best practices of grass-root school improvement projects via teacher professional development within the system


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