1. In-Service Training and Teachers Professional Development in Europe Exploring Central Issues Presented by Aigli Zafeirakou Consultant, ECA-The World Bank Washington DC Azafeirakou@worldbank.org

2. Summary Central question Context in EU and SE European countries Organizational dimensions and tendencies Quality assurance mechanisms Lessons learned Challenges for SE European countries

3. The central question What kind of INSET and TPD is effective for: a)Improving teaching practice b)Improving all students performances

4. CHALLENGES AND TRANSITION CHALLENGES: a) Lifelong Learning b) School as Learning Environment (for teachers!) From a TRADITIONAL concept: INSET To a new concept: TPD

5. New forms of TPD A sustainable, decentralized, school-based and demand-led INSET and TPD, linked with career development strategies. Multiple accredited providers and programs, including profesional networks and distance learning models for TPD. Setting up quality assurance and guidance and oversight by central administration.

6. EU policy initiatives with direct impact on Teacher Education  Lifelong learning  Quality in education  E-learning and Information Technology Communication (ITC)

7. The context in EU countries Labor market issues Decentralisation Information Communication Technologies in the Education System

8. INSET and TPD in EU 1.Who formulates the demand for professional development in EU? 2.Who are the providers? 3.How is quality assurance guaranteed? 4.Who funds INSET and TPD?

9. 1. Who formulates the demand? a)Ministry of Education b)Decentralized public institutions for in- service teacher training c)Communities-Municipalities d)School boards e)Teachers f)Private sector

10. 2. Who are the Providers a)Institutions of higher education b)Other decentralized public institutions for teacher training/professional development c)Teacher Unions d)School and teacher networks, study groups e)Cultural and other organizations f)Other private providers

11. 4. Funding for Teachers Professional Development Ministry of Education Institutions of Higher Education Municipalities Schools Teacher Unions, Teachers themselves Cultural Institutions Private and ONG’s

12. 3. Quality assurance Evaluation Institutional evaluation Self-evaluation qualitative evaluation Evaluation as tool for development Evaluation as control Accreditation: the process of an external quality review used by a body to scrutinize education organizations and education programs for quality assurance and quality improvement

13. Lessons learned from Teachers Professional Development in EU a)TPD has to focus on improving student results, not just on teacher competence. b)Schools develop (a) capacity for assessing TPD needs, (b) plans to address those needs, © partnerships for TPD with outside providers. c)Central government (a) defines priority areas for INSET and TPD, (b) develops policies for quality assurance and accreditation of TPD, © promotes networks and distance learning models.

14. The context in SE European Countries Process of Modernzation of Education has impact on INSETT / TPD Under-funded, rigid public system of INSET Variety of ad-hoc, non co-ordinated, non- evaluated training activities by variety of providers, including international organizations.

15. Challenges for TPD in SE European Countries How to guarantee sustainability and equity in a school based, demand-led system, open to multiple providers? How to develop a flexible, cost-effective, sustainable and independent system of quality assurance including accreditation for providers and programs?

16. Think Tanks and Policy Institutes Eurydice European Training Foundation (ETF) European Network on Teacher Education Policies (ENTEP) www. European Network for Quality Assurance (ENCA): www. Enqa.net The Center for Higher Education Policy Studies (CHEPS): www.utwente.nl/cheps