1. Management of teacher education and the issue of quality inclusive education Prepared by Dr. Reda Hegazy Egypt focal point for the "international Task on Teacher for Education for all" Director of the Regional Center for Adult Education - Srs Allian – Menoufeya (ASFEC) May 2012 1

2. The ministry of education in Egypt establishing the "Teachers' Cadre" (a)Development of career paths for qualified teachers by the MOE. (b) a professional development system enabling qualified teachers to expand their pedagogical knowledge and skills, and linked to promotional opportunities. (c) Teachers will be moving from one level in the Cadre to the higher level based on their further education, training and positive performance evaluation... 2

3. 3 the six rank positions that start from "Assistant Teacher" up to "Senior Teacher", to establish career paths which provide teachers with options for development and promotion

4. Professionalization for Empowerment From a Bureaucratic Framework To a Professional Framework To Teachers as civil servant Based on discipline External bureaucratic authority Inspection Temporal seniority Discipline Teachers as professionals Based on standards Internal authority Self - evaluation Performance and efficiency Qualification and professional development 4

5. Establishing the Teachers' Professional :Academy for Teacher PAT) ) 5

6. Some Responsibilities  Accrediting providers of professional development programs and all training services and conducting necessary tests in this regard at the cost set by the Academy's board of directors.  Making available information systems and bases on teachers, including their qualifications, skills, experiences, the training programs they attended, and the training courses they have to pass, and providing muddiriyas, idaras, schools, each in its competence, of such data to help them with decision-taking.  Giving opinion on, reevaluating and arranging the bases of developing teachers' job description cards.  Suggesting the educational qualifications criteria to be met for each educational job and setting the tests to be taken in order to hold it.  Specifying the types of training necessary to enhance the level of teachers whose performance is evaluated as being below the average or poor. 6

7. National Authority for Quality Assurance and Accreditation of Education(NAQAAE) : Institution for accreditation schools that achieve the quality standrs 7

8. Domains of quality assurance and accreditation For school Institutional capacity: first :  vision and mission  Leadership and Governance  Human and material resources  Community participation  Quality assurance and accountability seconds : Educational effectiveness:  Learner  The teacher  The curriculum  Educational climate 8

9. 9 Standers Domain Indicators Best practices Document of Accreditation for school in Institutional capacity and Educational Effectiveness

10. Teacher Support Unit (TSU) & (Quality Assurance Unit (QAU Within the strategic plan it is intended that each Idara will have a TSU consisting of around 6 staff. Their primary responsibility is to work with colleagues to:  Enable individual teachers identify their strengths and professional development needs as part of a process of self- evaluation and the planning of an individual professional learning programs  Work collaboratively with teachers to develop a school improvement plan (SIP)  Provide both leadership and support for the preparation of the school and the necessary documentation for applying for accreditation. 10

11. Unit Training and Quality at School Aims of the unit enhancing the school to achieve academic excellence and the quality of school performance according national standards for education goals of the unit:  Promote a culture of quality school.  Create school readiness and quality of  Achieve a quality school.  Assurance and quality assurance in school.  Professional development for all school staff 11

12. Steps to achieve quality school  Develop vision and mission  Application of tools for self-evaluation  Identify performance gaps  The preparation of school improvement plan  Develop a plan of monitoring and evaluation to follow up the implementation of improvement plan  Implementation of school improvement plan  Evaluation of school improvement plan after completion 12

13. Future Recommendations : Should Be development Quality Standers According This Values: Sense of ownership ( adopting) Participation and partnership. Oriented for learner. Accountability. Inclusion and equality. Transparency and Alignment Efficiency and effectiveness Improvement and development. Sustainable development Innovations initiatives 13