CPD%20OF%20TEACHERS%20IN%20THE%20CONTEXT%20OF%20EVOLVING%20EDUCATION%20REFORMS

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CPD OF TEACHERS IN THE CONTEXT OF EVOLVING
EDUCATION REFORMS

• Athens, 2003,
• Tuende Kovacs-Cerovic, PhD
• Ministry of Education and Sports, Serbia

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Contextual features in SEE countries

• TT part of all aspects of reform
• Diversity of offers and actors
• Intl support
• model programs

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• Diverse offer of INSET programs
• NGOs, universities, intl agencies, schools,
  individuals
• Diversity of new teaching methods
• Short courses to multi-level programs

• National INSET programs
• for introducing new curricula
• for supporting new evaluation systems
• school improvement
• inclusion of vulnerable groups, etc

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Typical barriers

• Scarce funding for INSET
• Lack of or disfuncional institutional structures
• Negative selection of teachers
• Initial teacher education fragmented and outdated
• Lack of incentives
• Lack of quality assurance systems at other levels

• And the evolving reform context with all of its
  uncertainties

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A systemic change the education sector

• instead of input control - outcome regulation
  through support systems and quality assurance

Centralni okvir
Uniformni programi
nadzor
Vredno vanje ishoda
Uniformni udžbenici
Centralizovano upravljanje
Podrška nastavnicima
Podrška školama
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Typical policy dilemmas

• TT a prerequisite or consequence?
• build reform agenda on setting up a system of
  TT, or on curriculum and assessment reform?
• Is there a long-term role of TT/TED institutions
  or not?
• support institution building or program
  delivery?
• Who is in the focus Teacher? School? TT program?
• support programs to reach out to
  schools/teachers
• or teachers/schools to find appealing programs
  ?

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Some more concrete dilemmas

• How to support at the same time national programs
  and diversity of offer?
• How do we know that the offer is meeting the
  needs?
• How do we know that it is of high quality?
• How can we ensure equal access of teachers to TT
  regionally?

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Real challenges

• How to ensure the possibility of coherent yet
  diversified CPD (teachers are humans as well
  /learning/change) in the context of
• Diversified but not systematized offer
• Multiple priorities of a reform agenda
• Context of human change
• Lack of institutional structures/networks
  (NGO/University/schools/government)

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• How to ensure sustainable and meaningful use of
  INSET inputs
• How to invite for selfevaluation in a context
  where
• Selfevaluation is not a routine practic at school
  level
• INSET programs are competing for scarce funding
• Teachers are buying everything

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What we need is to tie together in a meaningful
way

• INSET provision
• School improvement
• Reform support implementation networks
• But depending on donor support
• without well functioning institutional
  structures
• having in mind the human side of teachers
  change

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At least

• A sound teacher policy covering
• Accreditation of providers or programs
• Teachers licencing and career advancement scheme
• Institutional structures to implement and
  monitor the policy
• And quite a lot of luck as well

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Appendix Summary of Education Reform in Serbia
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WHERE WERE WE?
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REMINDER OF

• Ruined, outdated, rigid, ideologically flavored,
  stagnating education system
• International expert surveys conducted by the WB,
  OECD, UNICEF highlighted major problems
• Setting the objectives and strategies of the
  Education Reform in Serbia by the newly formed
  MoES (February 2001)
• 8 Local expert groups formed for developing the
  strategies for the first wave of Education Reform
  
• International expert input organized
• Local consultation process organized (RoR, 85
  places, 9000 persons, Autumn 2001)
• Conceiving the first wave of education reform
• Global areas decentralization, democratization,
  teacher training and professional development,
  education quality evaluation
• Particular education areas preschool, secondary
  vocational, higher education, adult education

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Three major pillars
improving the quality of education provision of
the teaching/learning process, the education
content and of learning achievements

• decentralisation and democratisation of the
  system

upgrading of education infrastructure and
equipment of education institutions
The three pillars need to be developed
simultaneously, in a coordinated manner,mutually
reinforcing each other, and they need to be
realized both on national and local level. This
paper presents the strategy, implementation plan
and progress in developing the first two pillars.
The third pillar is of a different character and
is treated separately.
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VISION OF THE FUTURE EDUCATION SYSTEM

• Capable of responding to both local and global
  social and economic needs
• That includes parents and teachers and students
  into the decision-making processes
• That is governed in a decentralized way and
  managed economically and efficiently and the
  financing and administration of which are
  transparent and based on real indicators
• That employs highly professional, reflexive,
  creative and motivated educational staff
• That is directed at learning and standard-based,
  into which the perspective of lifelong learning
  is built, and in which teaching focuses on
  relevant contents,

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• That promotes a culture of evaluation,
  self-evaluation and school development,
• That nurtures an atmosphere of tolerance and
  constructive communication,
• That is just and capable of responding to the
  educational needs of minorities and children with
  special needs, and
• That is continuously supported by suitable
  equipment and teaching tools
• Such a vision of the new education system
  becomes reality by relying on the best in our
  educational system as well as Intl experiences
  and by developing solutions in the best
  interest of children and their learning.

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WHERE ARE WE NOW?
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A systemic change the education sector

• instead of input control - outcome regulation
  through support systems and quality assurance

Centralni okvir
Uniformni programi
nadzor
Vredno vanje ishoda
Uniformni udžbenici
Centralizovano upravljanje
Podrška nastavnicima
Podrška školama
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• Democratization and decentralization
• New structure of school boards and the new
  procedure for selecting principals (amendments to
  the law on primary and secondary schooling)
• The planned program of training school boards and
  principals
• The School Development program pilot phase
• Civic Education optional subject, evaluation
• Information system
• Regional development through cooperation with
  European partners

INTRODUCTION
PREPARATION
INTR./EVAL
EVALUATION
PREPARATION
PREPARATION
EVALUATION
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Assessment

• The new system of entrance exams of secondary
  schools (and the concept of transferring to the
  system of final exams by 2006/07 is in
  preparation)

EVALUATION
PREPARATION

• PISA international comparative analysis of
  school achievements

INTRODUCTION

• The National Standards and Evaluation Center is
  being founded

PREPARATION

• Teacher training for new grading methods in
  school

DEVISING

• School self-evaluation concept of pedagogical
  supervision and the School Development project

DEVISING
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• Reform of inspectorates
• Legal inspection transferred to the
  municipalities
• Pedagogical inspection and School
  self-evaluation at Regional level (capacity
  building for the new role during 2003)

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Teacher training and professional development

• Preparation of the curricular reform for
  teachers faculties
• Accreditation of teachers professional
  development programs
• Teacher advancement (amendments to the law on
  primary and secondary schooling)
• The national center for professional development
  is being founded
• Regional centers for teachers professional
  development

INTRODUCTION
INTRODUCTION
ANNOUNC.
PREPARATION
PREPARATION
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CURRICULUM REFORM for general education

• Development of the national curriculum framework
  The final version expected on March 15th
  2003,
• Introduction of nine years compulsory education
  The first ninth grade in 2006/2007
• Shifting the focus from content to educational
  outcomes i.e. the knowledge, skills, attitudes
  and values which the pupils should possess and
  develop at the particular level of education
• Flexibility providing the space for creation of
  school-based curriculum

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• Current developments
• Preparation of the new curricula for grade 1
  entering schools in September 2003
• Teacher training program developed Training of
  about 7000 teachers to implement new curriculum
  to start in February 2003.
• Subject teams being formed
• Implementation teams being formed

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Vocational Education and Training

• National Center for VET to be established
• VET schools association network set up,
• capacity building
• Economic cost of secondary education in Serbia
  determined
• The curriculum reform of VET schools under
  preparation with the support of EU Cards program,
• Support to the innovative programs ensured
  through the same program
• Pilot program and TT developed for economic and
  agricultural schools
• Pilot program developed for Agricultural schools
  with the support of GTZ.

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• Preschool education
• Integrated into the Education system
• New Law on Preschool Education prepared
• Intensive training of pre-school teachers in new
  development methods and approaches ongoing (39
  seminars with 1355 participants)
• Higher education reform in progress
• Adult education
• Preparation for CARDS programm (establishing 5
  centres for adult education)

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What is ahead of us?
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The second wave of reform activities

• New framework law capturing all first wave
  reform activities
• Textbooks and teaching materials production
• Education of minorities and vulnerable groups
• Education of persons with special needs,
• Teacher Education Faculties reform
• Optimizing the School network

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What is ahead of us in academic 2003/04?
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• Stabilization of the new governance in schools
  and their training (all principals and school
  board members)
• New curriculum entering basic schools
• New programs/profiles for pilot secondary
  vocational schools
• Preparation of the curriculum reform for
  gymnasiums and secondary vocational schools
  (through communities) upon school application
• New titles for teachers
• Plenty of opportunities for teacher professional
  development
• (program selection by the new procedure)
• New way of supervision
• New institutions

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We hope and expect
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That all of this will contribute to

• Higher quality of childrens learning (within
  schools, not outside of them)
• Teachers greater satisfaction with their own job
  
• Parents trust
• The acquisition of knowledge and skills that are
  remembered long and used often, and long-lasting
  values
• An education system to help the country to
  recover, and become truly European.

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