Presentation on theme: "SURINAM 1 de marzo de 2012 Regional Strategic Project on Teachers OAS SEVENTH INTER-AMERICAN MEETING OF MINISTERS OF EDUCATION WITHIN THE FRAMEWORK OF."— Presentation transcript:
SURINAM 1 de marzo de 2012 Regional Strategic Project on Teachers OAS SEVENTH INTER-AMERICAN MEETING OF MINISTERS OF EDUCATION WITHIN THE FRAMEWORK OF THE CIDI PARAMARIBO, SURINAME, MARCH 1-2, 2012 DENISE VAILLANT
Purpose of the Project To contribute with categories of analysis and a prospective vision based on the evidence of the elaboration of policies on teacher profession in the countries of Latin America and the Caribbean.
Purpose of the Report Teachers are a priority for educational improvement 1 Description of regional panorama 2 Analysis of recent evolution 3 Exam of main critical knots
Expected Results State of art with a systematization of the teacher theme in the region and comparative analysis on policies related with teahers in Latin America. Set of criteria and directions for the design of teacher policies relevant to the region. Building of a regional network of actors in eight countries that combines representatives from three fields: experts, policy-making and teacher unions. The final report of the Project will be submitted to UNESCO/OREALC in May, 2012.
Advances of the regional State of Art on Teacher Policies Teachers are a priority for educational improvement
Main characteristics of teachers Feminization of the profession: 68.5% are women (78% in elementary school and 57% in high school). 74,6% of teachers of elementary school comply with the national certification requirements. They belong to the middle or lower middle economic classes. Low incomes in contrast to other similar professions. Less attractive professional careers in terms of professional development and promotion opportunities.
Initial Teacher Education Continuous training Teacher Career Characteristics of teacher policies in three spheres
INITIAL TEACHER EDUCATION (ITE) MAIN CHARACTERISTICS AND PROBLEMS EMERGING ANSWERS Less training for those who enter pedagogical studies. More demanding requirements and selection for entrance and/or remediation plans. Weak quality of training processes: faults in the school curricula; little orientation to practice; weaknesses of trainers; traditional and schooling methods. Changes in curriculum, development of trainers, greater emphasis on practical training, use of ICTs Training of elementary school teachers without a specialization. Introduction of disciplinary specializations and didactics. Dispersion of the disregulated offer and growth of the private offer. Mechanisms of accreditation and formulation of ITE standards. Limited regulation of graduation requirements. Proof or systems of certification.
CONTINUOUS TRAINING (CT) CHARACTERISTICS AND PROBLEMSEMERGING ANSWERS Intense activity and low impact of the CT actions. Design of medium-term national plans of CT. Scarce relevance and quality of the offer: curriculum and quality of trainers. Partnerhips with accredited universities. Dissociation with reality of schools.Collaborative learning experiences related to teacher work in schools. Unawareness of the educational heterogeneity. Experiences of support to beginning teachers and consultacy from expert professors. Wicked effects of the link betwen CT and income/promotions (credentialism) Designs of the Teaching Career that favor performance over training courses.
TEACHING CAREER CHARACTERISTICS AND PROBLEMSEMERGING ANSWERS Predominance of vertical teaching careers. Emphasis on seniority and perfection. Designs of careers that consider horizontal promotion without abandoning work in the classroom. Low salaries and isolated incentives. Conflict with teacher unions. Gradual improvements and wage floors. Negotiating tables with teacher unions. Poor working conditions: sessions focused on teaching hours, multi- employment… Programs for educational improvement with partial answers to these difficulties. Emergence of teacher evaluation systems in the region. Agreed national evaluation systems with teacher unions. Teacher careers dissociated with professional development. Designs of careers that take into consideration continuous training.
WEAKNESSES IN TEACHER POLICIES Weak public institutionality on teacher policies in the countries of the region. Absence of integral teacher policies. Levels of investment and discontinued actions. Insufficient spaces of participation and dialogue with actors of the educational system.
Different stages in the teacher career Suggestions to build solutions