Natasha Galevska

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Natasha Galevska

• Inclusive Education in Context of Social and
  Cultural Diversity in the Republic of Macedonia
• ETF Regional Seminar in Pula and Brijuni, Croatia
  
• 17 - 19 September 2009

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CURRENT STATE OF POLICY DESIGN FOR TEACHER
PREPARATION FOR INCLUSIVE EDUCATION IN CONTEXTS
OF SOCIAL AND CULTURAL DIVERSITY
The number of courses for preparation of teachers
for inclusive education was insufficient for a
long time. Situation is improved in the last few
years, when all higher education institutions
revised the curricula according to the principles
of the Bologna process.
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CURRENT STATE OF POLICY DESIGN FOR TEACHER
PREPARATION FOR INCLUSIVE EDUCATION IN CONTEXTS
OF SOCIAL AND CULTURAL DIVERSITY
Content analyses shows that in the new revised
and accredited curricula, optional subjects are
included aimed for preparation of teachers to
work towards social cohesion and inclusion (such
as Psychology of children with special needs,
Inclusive education, Special education, Lifelong
learning, Ethics in education, Pedagogical work
with vulnerable children, Social pedagogy, Social
psychology, Educational work with children with
behavioral disorder, Adult education, Sociology
of culture , Gender education, etc
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IMPLEMENTATION OF MEASURES AND ACTIONS AIMED
AT TEACHERS pre-service and in-service
PREPARATION FOR INCLUSIVE EDUCATION IN CONTEXTS
OF SOCIAL AND CULTURAL DIVERSITY
Sectors for professional development of teaching
staff and advisory professional work were
established in the Bureau for Development of
Education (2006) and in the Vocational Education
and Training Centre (2007). They developed
criteria for professional development of teaching
staff and offered training programs in six
successive cycles. Teachers choose program for
training according to their needs.
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REASONS FOR THE WEAK IMPLEMENTATION OF THE
EXISTING PLANS AND STRATEGIES

• Education of children with special needs has
  relatively small tradition in Macedonia
• Regulation and implementation of the inclusion
  and right for education is dispersed in many
  various laws, by laws and other legislative acts.
  Sometimes it makes difficulties in the process of
  implementation
• There is a big gap between legislation and
  practice
• Activities are increased, but they are mainly
  driven by NGOs
• Lack of sustainability of interventions

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MEASURES AND INTERVENTIONS THAT IS NECESSARY TO
BE IMPLEMENTED
a) Introducing courses for inclusive education in
the pre-service teacher training in the HE
institutions b) Introducing courses for
continuous professional and pedagogical
development of the teaching staff for applying
modern teaching methods focused to the child, c)
Teachers preparation for organizing stimulating
learning environment for vulnerable groups of
students d) Teacher training for developing
teaching and learning materials for students with
SEN
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MEASURES AND INTERVENTIONS THAT IS NECESSARY TO
BE IMPLEMENTED
e) Introducing gender concept in all levels of
education, f) Developing programs for distance
learning, g) Introductory courses for academic
staff about the procedures of using IPA funds, h)
Defining needed competencies of teachers and
methods of evaluation i) Better cooperation
between all relevant subjects, etc.
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Name of institution /organisation/ unit/professional target group Capacity development needs
Ministry of Education and Science, Ministry of Labor and Social Policy Ministry of Health Ministry of Justice Ministry of Foreign Affairs Defining global measures and strategies for inclusion Enhancing social cohesion, improving social care Reforming the health system Reforming the system of justice Implementation of the international criteria and demands in the domestic policy
Teaching faculties Pre-service and in-service teacher training for developing competencies of the European teacher (team work, creating stimulative learning environment, using modern teaching methodologies focused to the child, intercultural education, communication skills, partnership with families and communities, etc)
University Developing university extensions and on-line study programs for the poor and isolated groups Curriculum improvement with contents related to the policy of inclusion Establishing regulation and funds for student support Establishing the career centres Organizing sport activities on national level for increasing of social inclusion Cooperation with the University for the Third Age (LLL programs)
School principles Management and organisation of inclusive school
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Name of institution/ organisation/ unit/professional target group Capacity development needs
BDE Modernising curricula and textbooks
Agency for youth and sport Agency for information Activities that will prevent segregation
Primary schools Designing local curriculum, developing individual educational plans, extracurricular activities for the students with low level of achievement, professional and material support for schools to become more inclusive,
Secondary schools Developing strategies for better retention of students, organizing tutoring and peers mentoring
Kindergartens Systematic approach for identifying children with SEN (educators, parents, medical examinations, professional workers)
School teachers and pre-school educators Better equipped teachers with skills and knowledge to deal with prejudices and to be more responsive to the needs of children from disadvantage groups
Parents More active involvement within schools and joint activities with teachers to reduce early leavers and to increase the student achievement, parents of children with SEN to become members of parents councils