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Development Education in Initial Teacher Education across Europe


Title: Development Education in Initial Teacher Education across Europe Author: CSABB Last modified by: USER Created Date: 12/8/2011 8:51:14 AM Document presentation ... – PowerPoint PPT presentation

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Title: Development Education in Initial Teacher Education across Europe

Development Education in Initial Teacher
Education across Europe
  • Outcomes of a European Survey
  • Kerstin Wittig, Chair of Formal Education Working
    Group, DARE Forum

Warsaw, 14 December 2011
  • Background
  • Context of the Survey
  • Survey on DE in ITE, IST main findings
  • DE in Initial Teacher Education a closer look
  • Conclusions and Outlook

Background I
Development Education Forum (CWG)
Development Awareness Raising and Education Forum
Background II
Development Awareness Raising and Education
Forum (DARE)
Formal Education former School Curriculum
Youth Children
Communication/ Code of Conduct
Quality Impact
Context of Survey
  • Development Education and the School Curriculum
    in the European Union 2006
  • Development Education and the School Curriculum
    in the European Union 2009
  • ? 2 surveys carried out by the DARE Forum,
    looking at if and how DE is integrated into
    schools across Europe
  • Huge progress between 2006 and 2009. DE much more
    prominent in schools, more NGOs involved,
    relations between NGOs and relevant Ministries
  • Main weakness identified Limited availability
    and insufficient levels and quality of initial
    teacher training and in-service teacher training

European Survey DE in ITE and IST
  • Survey on DE in ITE and IST 2010-2011
  • Aims of the Survey
  • To identify responsible authorities for ITE in
    each member state
  • To analyse how ITE and IST works in terms of
    credits, authorities, teaching degrees
  • To explore the status of DE in ITE and IST in the
    member states
  • To collect and share best practices on DE in ITE/
  • To look at opportunities for DE in ITE in the
    coming years

Survey Samples
  • Survey conducted through online questionnaire
  • Sent to all national platforms completed by 21
  • 11 EU-15 countries
  • 10 EU-12 countries

Main Findings
  • Responsible Authority for ITE
  • In 10 of the countries, ITE falls under the MOE
  • In 14 countries, Universities are responsible for
  • ? in Czech Republic, Ireland, Estonia, Luxemburg
    and France, both MOE and Universities are
  • Teacher Degrees
  • In 16 of the 22 countries, teachers obtain
    subject-specific degrees, however in 8 of these
    countries, an additional qualification is
    required, which falls under the responsibility of
    the relevant educational authority.

Main Findings II
  • In-Service Training
  • IST is offered almost equally by the MOE and by
    independent bodies however, in most cases, the
    training centres are officially recognised, or
    fall under local authorities.

In Poland, In-Service Trainings are offered by
Regional In-Service Teacher Training
Institutions, in addition to the Ministry-run
country-wide training. In Bulgaria, Training
Centres for Pre- and In-Service Teachers offer
Trainings. In addition, various NGOs offer
trainings on project-basis In France there are
specific local authorities, academies that
offer IST but the quality is not standardized.
Main Findings III
  • Accreditation System
  • 13 of the countries (62) have a credit system
    where teachers collect credits for their
    trainings, irrespective of whether these are
    offered by the MOE or independent bodies.

For example in Italy and Cyprus, NGOs can offer
In-service trainings to teachers, but they are
not officially recognised by the educational
National DE Strategy
  • 7 countries have a National DE Strategy that
    includes ITE this is 1/3 of all participating
  • 2 more countries (Luxemburg and Latvia) have a
    national DE Strategy, however it does not refer
    to ITE

DE in Initial Teacher Education
  • Overall, only 8 countries report that DE is
    officially included in ITE (6 of them EU-15)
  • It may not be called Development or Global
    Education, but yet cover the same issues and

DE in Initial Teacher Education II
In Austria, DE exists in the Initial Teacher
Trainings in the form of intercultural
learning. In Belgium, it depends on the
colleges, and takes place in collaboration with
NGOs. Some of the colleges organize regular
Project Days or Weeks that link to DE and/or
Solidarity Education.
In Finland, it depends on the University. The
University of Oulu has developed an entire
teacher training programme focusing on DE
In Ireland, at elementary teaching level, all
colleges offer a module on DE.
DE in Initial Teacher Education III
In Wales, Education for Sustainable Development
and Global Citizenship is officially included in
ITE and IST, and is part of school inspections.
In France, teachers starting their teaching
career have the opportunity to apply for global
educational exchange projects, taking part in a
teacher exchange on a global scale. Through this
initiative, teachers discover other school
systems and curricula, and to open their
classroom and mind to global issues such as
Development Education, Sustainable Development
Education, International Citizenship.
DE in Initial Teacher Education IV
  • Although DE is not formally part of ITE,
    pre-service teachers may still come across a
    Global Dimension

In Cyprus, DE is not formally integrated, but
there is overlap in content, many issues are
covered. The new curriculum is skills- and
value-based and much closer to DE without
mentioning DE.
In Czech Republic, DE is not officially
integrated, but NGOs collaborate with some of the
universities and offer courses to students
In Italy, although DE is not officially included,
Training of International Solidarity and
Education for Sustainable Development is offered
for example by the Piemonte Region and NGOs, in
collaboration with the schools in the region and
Torino University and targets teachers, students
and pre-service teachers
Main Conclusion and Outlook
  • Overall, the responsibilities for ITE and IST are
    very diversified across Europe and even within
    individual countries which makes it more
    difficult to advocate for a Global Dimension/
    Development Education within ITE
  • Even though a lot of good examples are found
    across Europe on how DE can be integrated into
    ITE measures, many of these success stories
    depend on the initiatives of individuals,
    specific universities, training centres or NGOs.
  • There is a general weakness of a systemic
    approach to DE in ITE as well as IST (and the
    whole school), along with a lack of quality

Main Conclusion and Outlook II
  • Overall, DE in ITE seems to be more prevalent in
    the EU-15 countries, however new initiatives and
    content-overlaps can be found in 6 of the 10 new
    member states as well.
  • The Platforms of 15 out of the 21 countries state
    a positive outlook for the next 5 years in terms
    of promoting and advancing Development Education
    within ITE. This is supported by Ministerial
    Decisions, Curriculum Reforms and more of the
    authorities being aware of DE.
  • More political will and greater awareness about
    the benefits of DE to the education as a whole
    may be required based on strong collaboration
    of NGOs, local/ regional authorities,
    universities, in-service teachers and educational

  • Thank you very much for your attention!
  • Contact Details
  • Kerstin Wittig
  • Head of Global Education Unit
  • Future Worlds Center Cyprus
  • Email
  • DEEEP website