001 ess erp framework prof de

7/31/2019 001 ESS ERP Framework Prof De

1/59


2/59

Table of Contents

Page

Introduction ---------------------------------------------------------------------------------- 2

Definition of the Professional Development System ----------------------------------

Vision ----------------------------------------------------------------------------------------

Mission ---------------------------------------------------------------------------------------

3

4

4

Core Tasks of the Professional Development System --------------------------------- 5

Professional Development System Schematic ------------------------------------------ 5

Levels of the Professional Development System --------------------------------------- 6

The Nature of Professional Development System at the Central Level ------------ 8

The Nature of Professional Development System at the Governorate Level ------ 10

The Nature of Professional Development System at the Idarra Level -------------- 12

The Nature of Professional Development System at the School Level ------------- 14

Appendix A ----------------------------------------------------------------------------------

Professional Development Core and Sub Tasks at:

Central Level ----------------------------------------------------------------------- Governorate Level ----------------------------------------------------------------- Idarra Level ------------------------------------------------------------------------- School Level ------------------------------------------------------------------------

16

17

20

23

26

Appendix B ----------------------------------------------------------------------------------

Task Matrices, Core and Sub Tasks within the Professional Development System

28

29

Appendix C ----------------------------------------------------------------------------------

Statement of His Excellency, Minister of Education, to the National Forum on

Professional Development -----------------------------------------------------------------

46

47

Appendix D ----------------------------------------------------------------------------------

National Forum Recommendations ------------------------------------------------------

52

53


3/59

1

Table of Contents

Page

Introduction---------------------------------------------------------------------------------- 2

Definition of the Professional Development System-----------------------------------

Vision-----------------------------------------------------------------------------------------

Mission---------------------------------------------------------------------------------------

3

4

4

Core Tasks of the Professional Development System --------------------------------- 5

Professional Development System Schematic ------------------------------------------ 5

Levels of the Professional Development System --------------------------------------- 6

The Nature of Professional Development System at the Central Level------------- 8

The Nature of Professional Development System at the Governorate Level------- 10

The Nature of Professional Development System at the Idarra Level--------------- 12

The Nature of Professional Development System at the School Level-------------- 14

Appendix A----------------------------------------------------------------------------------

Professional Development Core and Sub Tasks at:

Central Level ----------------------------------------------------------------------- Governorate Level------------------------------------------------------------------ Idarra Level------------------------------------------------------------------------- School Level -----------------------------------------------------------------------

16

17

20

23

26

Appendix B-----------------------------------------------------------------------------------Task Matrices, Core and Sub Tasks within the Professional Development System

2829

Appendix C-----------------------------------------------------------------------------------

Statement of His Excellency, Minister of Education, to the National Forum on

Professional Development-----------------------------------------------------------------

46

47

Appendix D----------------------------------------------------------------------------------

National Forum Recommendations-------------------------------------------------------

52

53


4/59

2

Framework for a Professional Development System:

A Proposal for Reform of the In-Service Trainingand Supervisory Support System

Introduction

The progress and welfare of a country basically depends on the quality of the

education it offers to its citizens. To ensure high quality education and produce

distinguished graduates that can meet the needs of the society and compete

worldwide, Egyptian education reform is necessary.

Reform should be an intended, organized, systemic process to achieve clear objectivesfor better results. Enhanced results depend significantly on improving the

performance of educators through continuous training and sustainable professional

development. Therefore, professional development is a basic but critical component in

the educational process. It aims to improve the performance of teachers, supervisors,

educational leaders, and administrators while supporting them in performing their

roles effectively and professionally. Professional development is also a basic ongoing

investment which allows the education system to respond to changing scientific,

technological, economic, and social developments.

Professional development, in its comprehensive sense, is not merely in-servicetraining that offers educators set pieces of information and training on certain skills to

perform specific task(s). It is composed of planned programs, activities, practices,

means, and policies which aim to develop the knowledge, skills, and attitudes of

educators to improve their performance, attitudes, techniques, and educational values.

This broader conception of professional development supports quality education. In

addition to training and actual practice in the field, professional development

activities may include: supervisory support and guidance, conferences, symposia,

seminars, participant training opportunities, professional visits to observe best

practice, support for utilization of modern technologies, participation in professional

societies and e-groups, distant learning, self learning, graduate studies, research work,

and any other activities which might improve the performance of the educator whiledeveloping his/her knowledge, teaching and classroom management skills, and

professional practice.

Over the last nine months and in the context of more than fifty workshops, the

Education System Support division of the Education Reform Program collaborated

with the central, local in-service training and supervisory systems to facilitate the

development of a common vision for MOE professional development reform and the

identification of key policies to enable system change. The National Forum on

Professional Development held in Alexandria on May 3-5, 2005, was a culmination of


5/59

3

these efforts and resulted in an integrated vision, a clear vision and a comprehensive

framework for a new professional development system. The conceptual framework is

conducive to the concepts presented by His Excellency Dr. Ahmed Gamal El-Din,Minister of Education, in his speech on Professional Developmentshared with

Forum participants by Dr. Ibrahim Shabaka, First Undersecretary of the Ministry of

Education (see Appendix C).

The Forum participants developed a comprehensive set of recommendations (see

Appendix D). Highlights include a professional development system that is:

Redirected in focus to ultimately serve students needs more effectively Decentralized to better serve local priorities Standards-driven, both in terms of utilizing national standards to inform

programming and in measuring quality of the professional development systemitself

Built upon existing expertise, redesigned in structure, and enhanced throughcapacity building

Afforded the appropriate resources given its significance in education quality Supported by an effective formalized system for educator career paths,

promotion, accountability, and incentives to ensure demand for professional

development

This effort is distinguished by the inclusive nature of the development process. The

document also represents an important primary step towards professional

development reform, offering a basic conceptual framework around which reform

discussions, feasibility studies, and policy dialogues can begin. Additionally, the

effort has created an informed, motivated constituency within the system to support

and collaborate with central ministry planners in new directions of professional

development.

As such, what is proposed in an effective professional development system, with an

integrated vision, a clear mission and well-defined tasks for professional development

players at all levels with the purpose of standards based education reform.

Definition of the Professional Development SystemThis proposal defines the professional development system as a group of integrated,

interrelated units that aim to develop the knowledge, skills, and competencies of

educators in order to improve their performance and attitudes to increase the

efficiency of the educational institution.

This system is based on input, processes, and outputs as follows:


6/59

4

outputsprocessesinputs

Vision

An advanced sustainable professional development system capable of meeting the

actual needs of educators and causing a positive change in the quality of their thinking

and professional practices.

The system functions within the framework of decentralization and community

participation. It aims to achieve education quality standards in order to produce

students capable of competing internationally while supporting the needs of society.

Mission

Provide professional development activities that improve the competencies of

educators. Design, implement, and monitor professional development activities that

meet the actual needs of educators and education quality standards.

Teachers

Supervisors

Educational

Leaders

Technicians

Administrators

Resources

Practice

Trainin

Supervision

Teaching

Learning

Modifying

Vision

Teachers

Supervisors

EducationalLeaders

Technicians

Administrat

+

AddedProfessi

onalValue

Professional Development System


7/59

5

Core Tasks of the Professional Development System

1. Disseminate professional development culture2. Develop professional development standards3. Set a professional development strategic plan4. Establish a professional development database5. Develop professional development training cadres6. Assess professional development needs7. Develop and implement professional development plans and programs8. Establish a system to monitor and evaluate professional development stages9. Manage the professional development database10.Coordinate and promote integration among all professional development

entities

11.Find additional professional development funding sources12.Make policy for scholarships and mechanisms for benefits13.Utilize academic and educational research14.Vitalize community participation15.Accredit professional development programs

Professional Development System Schematic

The proposed framework of professional development is integrated. It operatesthrough an interrelated set of training and supervisory support entities that interact and

integrate at the central and local levels. The system builds upon existing entities and

draws upon staff from the Central Directorate for In-Service Training, the Muddiriya

Training Departments, In-Service Training Centers, and Idarra Training Divisions as

well as Counselors, Inspectors General, Senior Inspectors, and Inspectors of the

supervisory system. The basic objective of this integrated system is to promote

professional development at the school level. This system works within the context of

standards and decentralization and assumes enhanced collaboration between its own

entities on one hand and the community and system entities on the other. The system

overall performs a number of core tasks. The schematic that follows represents these

elements and relationships.


8/59

6

Levels of the Professional Development System

The proposed framework for professional development is an integrated, interrelated

system which operates at all levelscentral, governorate, idarra, and school. Sets of

core and sub tasks are undertaken at each level. See Appendix A for professional

development core and sub tasks and Appendix B for task matrices. At the central

level, CDIST, in consultation with the counselors, plans strategically for professional

development processes as well as supports planning and sets standards for theprocesses and outputs at all levels. At the governorate level, the training department

and relevant INSET center work in collaboration with the Inspectors General to set an

overall plan for professional development, and follow up on both processes and

outputs at the governorate level. In addition, they support the training at the idarra

level. At the idarra level, the training division, in consultation with senior

supervisors, assess professional development needs within the idarra, and plans and

implements necessary programs. At the school level, the School Based Training Unit,

supported by local supervisors, designs, implements, monitors, and evaluates all


Schematic

Standards

Decentralization

Community

Scho

larships

Universities and Research

Centers

N

on-

Gover

nmental

Organization

ProfessionalDevelopment

System

monitoringand

evaluation

databasemanagement

coordination

fundraising

scholarshipspolicy

development

communityparticipationvitalization

researchutilization

programsaccreditation

PDculture

dissemination

standards

strategicplanning

database

establishment

cadresdevelopment

needsassessment

planningimplementation


9/59

7

school based professional development activities as well as community service

programs.

The bi-directional arrows in the schematic show that the professional development

entities at these levels interact in a decentralized framework, with connections

between training and supervisory components at the same level being enhanced.

Levels of the Professional Development System

d a r r a

Inspectors

General

Senior Supervisors

SupervisorsCounselors

CDIST Training Section

School

Central

Level

Governorate

Level

Idarra

Level

School

Level

I

NS

E

T


10/59

8

The Nature of Professional Development at the Central Level

The central level of the professional development system includes the current CentralDirectorate for In-Service Training and the Counselors Offices. As a part of an

integrated system, the central level is responsible for developing a strategic plan that

defines the general policies and framework for professional processes, establishes

national priorities, and supports planning at all levels. It also sets standards for

professional development processes and outcomes, and builds cadres to serve

professional development activities at all levels.

Main Professional Development Processes:

The central level carries out many tasks as shown in the schematic below, among

which the most important include: Planning, implementing, and monitoring national-type professional

development activities

Managing an integrated information system that supports system-widestrategic planning and decision making

Utilizing scientific research in reforming professional development andeducation in general

Promoting coordination and integration among professional development unitsat all levels

Target Audience Professional Development System Schematic

Central Level

Standards

Decentralization

Community

Scholarships


Centers

Non-

G

overnmental

O

rganization


System

monitoringand

evaluation

databasemanagement

coordination

fund

raising

scholarshipspolicy

development


researchutilization

PDculture

dissemination

standards

strategicplanning

databaseestablishment

cadresdevelopment

needsassessment



11/59

9

Professional development staff at all levels in the system and any category of

audience when there is a national need that is not adequately served at other levelsincluding newly hired staff requiring standardized induction programs.

Linkages with Other Professional Development Levels

The central level provides technical support to all professional development units i.e.

building capacity, providing training materials, and offering consultation. It also acts

to strengthen relations among professional development units and technical

supervision at all levels.


12/59

10

The Nature of Professional Development at the Governorate Level

The governorate level of the professional development system includes the currentmuddiriya training department, the INSET center, and the Inspector Generals office.

As a part of an integrated system, the governorate level is responsible for developing

a master plan of professional development at the governorate level and ensuring its

implementation. It also provides support for professional development sections at the

idarra level, and monitors professional development processes and outcomes at the

governorate level.


The governorate professional development level carries out many tasks as shown in

the schematic below, among which the most important include: Planning, implementing, and monitoring governorate level professional

development activities

Managing an integrated information system that supports planning anddecision making at the governorate level

Finding appropriate funding resources to meet actual needs Vitalizing community participation Developing a mechanism for making use of returned participants Actively engaging in the process of setting the national professional

development strategic plan


Governorate Level

Standards

Decentralization

Community

Schol

arships


Centers

No

n-

Govern

mental

Organization


System

monitoringand

evaluation

databasemanagement

coordination

fundraising

scholarshipspolicy

development


researchutilization

PDculture

dissemination

standards

strategicplanning

cadresdevelopment

needsassessment



13/59

11

Target Audience

Governorate-level professional development activities include any category ofeducators when there is a governorate-level need.


The governorate professional development level provides technical and financial

support to idarra professional development sections (i.e. provides training materials,

and offers consultation). It also acts to strengthen relations among professional

development sections and school-based training and evaluation units and coordinates

with the central level to deal with national priorities.


14/59


15/59

13


16/59

The Nature of Professional Development at the Idarra Level

This level includes the idarra training department as well as associated supervisors

and senior supervisors. As part of an integrated system, the idarra level is responsible

for assessing professional development needs and plans, implementing and

monitoring professional development activities within the idarra, and providingtechnical support to SBTUs when needed. Players at this level serve a key role in

activating community support for professional development.


The idarra professional development level carries out many tasks as shown in the

schematic below, among which the most important include:

Disseminating professional development culture Utilizing professional development cadres in response to local need Supporting coordination and effectiveness of school-based training

units (SBTUs)

Assessing needs and using that assessment for professionaldevelopment decision making

Vitalizing community participation at the idarra level


Idarra Level

Standards

Decentralization

Community

Scholarships


Centers

Non-

Governmental

Organization


System

monitoringand

evaluation

data basemanagement

coordination

fundraising

scholarshipspolicy

development

community

participationvitalization

researchutilization

PDculture

dissemination

standardsdevelopment

strategicplanning

data baseestablishment

cadresdevelopment

needsassessment


12


17/59

Target audience

Educators and professional development cadres at this level as well as civil society

leaders

Linkages with other professional development levels

The school level plays a significant role in identifying their immediate professional

development needs and plans and implements necessary professional development

responses. Players at this level also support the muddiriya level by providing it with

the idarra database needs, participating in the muddiriya-facilitated coordination

among the idarra level entities, and sharing the best practices and models in training

and community participation that might be adopted across the governorate.

13


18/59

The Nature of Professional Development at the School Level

In light of the role of the school as a basic locus for the professional development of

the school staff, the school-based training unit (SBTU) plans, designs, implements,

monitors, and evaluates the professional development activities conducted at the

school as well as community service programs. Through it, staff members share andexchange experiences, with specific focus on returning participants' experiences.

Supervisors play important roles in SBTUs as trainers and facilitators in professional

development activities. In addition, they support the monitoring and evaluation

activities within the school, both for the school performance as a whole and for

professional development activities conducted by the SBTU.

Main Professional Development Processes

The SBTU undertakes several tasks as shown in the schematic below, the most

important of which are:

Disseminating professional development culture through symposia, contests,printed materials, etc.

Developing an integrated, comprehensive plan for training programs andactivities in light of the real needs of the staff

Developing the staff members' subject-matter, professional and culturalcompetencies, self-learning skills, and continuous professional development,

especially for novice members

Promoting positive attitudes and values among the staff and encouraging themto interact with the community through community service programs

Investing the resources available at the school and in the community topromote the educational process Raising the awareness and competencies of the staff for research, and

encouraging them to conduct research/studies on field challenges

Training staff in the utilization of up-to-date technologies and varied sourcesof information

Conducting focus group sessions to discuss challenges and suggest solutionsfor them

14


19/59


School Level

Standards

Decentralization

Community


Centers

Non-

Governmental

Organ

ization

Scholarships


System

monitoringand

evaluation

databasemanagement

coordination

fundraising


researchutilization

PDculture

dissemination

standardsdevelopment

cadresdevelopment

needsassessment


Target Audience

All school staff, including management and senior level staff, teachers, and technical

and administrative staff.


The SBTU coordinates with the training and supervisory systems at the idarra,

muddiriya, and INSET center levels, seeking their financial and technical supportwhen needed as well as the support of other professional development entities.

15


20/59

16


21/59

Appendix A

Professional Development Core and Sub Tasks

The Central Level The Governorate Level The Idarra Level The School Level


22/59

Professional Development System Core and Sub Tasks at the Central Level

1. Disseminating Professional Development (PD) Cultureo Develop cadres specialized in PD culture disseminationo Establish and manage a web site for PDo Conduct seminars, meetings, and conferences for expertise sharing at

all levels of the educational system

o Conduct awareness raising programs using all media channels (radio,TV, and the press)

o Organize contests among the educational institutions to disseminatePD culture in cooperation with PD entities

o Design a logo for PD2. Establishing a PD Database

o Identify PD needs from a databaseo In collaboration with IT expertise, design the database according to the

needs

o Test the database in collaboration with PD entitieso In collaboration with database experts, conduct training on using the

database

o Upload the database on the internet and connect it to e-government3. Managing the PD Database

o Train on using the database in collaboration with other PD entitieso

Update data on the database in collaboration with other entitieso Set rules for using the databaseo Get information and reports from the database according to approved

rules in collaboration with other PD entities

o Monitor and evaluate the database in order to upgrade ito Upgrade the database according to changing needs on an on-going

basis in collaboration with the IT experts

4. Assessing Professional Development Needso Design and develop needs assessment tools at the national levelo Analyze actual needs from programs and plans at the national levelo Set PD national priorities

5. Utilizing Academic and Educational Researcho Identify educational issueso Select the PD-related research and publicize the significant

contributions in collaboration with research centers

o Apply the findings of PD-related research in collaboration with PDentities

17


23/59

6. Setting a PD Strategic Plano Conduct a baseline study at the national levelo Formulate a national vision for PDo Set national, strategic goalso Analyze datao Identify changing needs at the national levelo Prioritize needso Formulate the components of the strategic plan in the form of national

programs and plans

o Set a national operational plano Allocate budgets needed for implementing national PD programs and

plans

o Identify funding sources for national PD programs and planso Monitor the development stages of national programso Evaluate national programs and plans in light of the feedback solicited

7. Developing and Implementing PD Plans and Programso Plan national programs and PD cadres development programs

according to priorities and resources

o Set the objectives of cadres development and national programso Identify the target audience of the cadres development and national

programs

o Design the content of these programso Implement these programs for new hires, leaders, etc.

8. Developing PD Standardso Determine the domains of administrative, technical, and leadership

positions

o Develop job description cadres for each job in light of the PDorganization structure

o Develop general characteristics of the performance standards of everydomain in collaboration with the standards committee and

representatives of all PD entities

o Develop the standards of every domaino Field test the standardso

Train on standards at the national level

9. Finding Additional PD Funding Sourceso Identify PD financial needso Suggest mechanisms for appropriate funding sourceso Market PD accredited programs for non-MOE clients

10.Vitalizing Community Participationo Coordinate with NGOs for supporting PD programso Motivate business owners and NGOs to fund scholarships

18


24/59

11.Developing PD Cadreso Set cadres selection criteriao Promote cadres development programs in cooperation with PD entitieso Select candidates according to standardso Implement programs in cooperation with PD entitieso Evaluate participants of these programs in cooperation with PD entities

12.Making a Policy and Mechanisms for Receiving Long-term Benefits fromScholarships

o Suggest specialized programs that meet PD needs of the educationalsystem

o Set clear criteria for selecting participant training candidates incollaboration with the supervisory system

o Conduct preparation courses for these candidateso Set plans for benefits from returned participants in collaboration with

the MOE Central Directorate for Scholarships

o Set clear criteria for assessing post participant training impact13.Establishing a System to Monitor and Evaluate PD Stages

o Monitor and analyze PD needso Monitor design and proper usage of needs assessment toolso Monitor data analysis and needs prioritization at the national levelo Monitor PD program planning according to priorities and budgets at

the national level

o Monitor the design of the training content at the national levelo Monitor trainer and trainee selectiono Monitor the provision of PD supplies and equipmento Monitor program implementation at the national levelo Monitor program impacto Write final report

14.Ensuring Coordination and Integration among all PD Entitieso Engage all PD entities in defining roles and responsibilities of PD

playerso Define linkages among the PD entitieso Establish a new communication system among these entities

19


25/59

Professional Development System Core and Sub Tasks at the Governorate Level

1. Disseminating Professional Development Cultureo Conduct various PD activities, e.g. meetings, seminars, lectures, flyers,

publications, and media to disseminate PD culture

o Participate in contests for designing the PD system logo2. Assessing Professional Development Needs

o Design and develop PD needs assessment tools at the governorate levelin cooperation with supervisors in light of the standards centrally set

by CDIST and the counselors

o Assess needs through: Sending the needs assessment tool to the supervisory system Collecting needs Make lists of actual needs

o Analyze actual needs through: Collecting data using TNA tools Prioritizing PD needs

3. Developing and Implementing PD Plans and Programso Plan programs according to priorities and available resources in

cooperation with the IGs to meet local needs by:

Setting objectives Identifying target audience Designing content Identifying venue and PD supplies and equipment Selecting trainers from the database Setting implementation schedule Setting budgets

o Implement PD programs by: Studying the PD program plan Notifying target participants Conducting training of trainers (TOT)

Selecting the supervising committee Providing PD supplies and equipment Preparing and developing training materials Monitoring and supervising the program during operation Writing formative reports Documenting the program (administrative documents, program

implementation documents, reports, monitoring forms, etc.)

Reporting findings to inform future planning

20


26/59

4. Establishing an M&E System for the PD elementso Monitor and evaluate designing and using the tools used to collect data

and their proper use

o Monitor and evaluate data analysis and prioritizationo Monitor PD program planningo Monitor program implementationo Compile final report on PD activitieso Evaluate trainees on-the-job performance in collaboration with the

supervisory system reps

5. Using and Managing a Databaseo Train data entry operators in order to ensure qualityo Update the data by data operatorso Get needed information and reports from the database according to set

permissions for each position levelo Monitor and evaluate all stages of data upload to achieve total quality

6. Participating with the Central Level in Developing ProfessionalDevelopment Standards

o Represent the governorate on the Central Committee for PD standardso Suggest job descriptions for all jobso Develop standards for PD operations and outcomeso Field test the PD standards by a governorate select group approved by

the central level

o Train the PD staff to enable them to meet set standards7. Developing PD Specialized Cadre

o Promote PD cadre development programso Select candidates according to set standardso Implement PD cadre development programs at the governorate levelo Monitor and evaluate PD cadre development programs

8. Finding Additional PD Funding Sourceso Identify PD financial requirments to meet PD needso Identify financial sources available at the governorate levelo

Market PD accredited programs for non-MOE clients

9. Ensuring Coordination and Integration among all PD Entitieso Set roles and specializations for every PD levelo Set linkages in order to clarify the importance of coordination and

integration across all PD entities

o Establish a good communication system among the PD entities in orderto achieve integration and cooperation

o Develop a code of operation in light of the vision and the mission andby participating in setting a general framework for PD that ensures

integration and cooperation among all entities in light of professional

ethics

21


27/59

10.Participating with the Central Level in Setting a PD Strategic Plano Collect data necessary for strategic planningo Monitor plan implementation steps by participating in local monitoringo Using feedback, participate with the central level in evaluating the PDplan

11.Vitalizing Community Participationo Open communication channels with the civil society and governmental

organizations

o Engage the BOTs and NGOs in achieving PD goalso Coordinate with NGOs to solicit their support for PD programso Coordinate between production organizations and Technical Education

Department to train technical school educators and students

o Coordinate among Scholarship Departments, universities, donors, andNGOs to fund scholarships for distinguished students and educators

12.Making a Policy for Scholarships and Mechanisms for Long-termBenefits

o List actual educational needs after they have been collected by idarraTraining Departments and identified by SBTUs under the oversight of

the supervisory system

o Conduct preparation programs for nominees13.Utilizing Academic and Educational Research

o Identify educational issues in cooperation with the local supervisorysystem reps

o Apply research results in cooperation with the supervisory system repso Analyze and summarize PD-related research and publicize the good

ones at the local level

22


28/59

Professional Development System Core and Sub Tasks at the Idarra Level

1. Disseminating Professional Development Cultureo Develop cadres (task forces) specialized in disseminating PD cultureo Conduct PD activities that lead to building constituencies for PD, e.g.,

seminars, meetings, and conferences for sharing PD culture

o Organize contests among the educational system entities fordisseminating the PD culture

2. Assessing Professional Development Needso Design and develop PD needs at the idarrao Assess PD needs at the idarra in coordination with the supervisorso Analyze and prioritize needs according to the implementation priorities

in cooperation with supervisors

o Provide technical support to SBTUs in developing needs assessmenttools and analyzing needs

o Collect significant PD needs from the schools affiliated to the idarrao Raise PD needs that require a greater level of resources to higher PD

levels

3. Developing and Implementing PD Plans and Programso Set procedural objectives in light of identified needso Design PD programso Identify target audience in coordination with supervisors and SBTUso

Design the content of PD activities in cooperation with the supervisorsand PD content experts

o Identify implementation requirements (supplies, method ofimplementation, trainers, etc.)

o Implement PD activitieso Develop M&E tools in cooperation with supervisors and M&E experts

4. Establishing an M&E System for the PD elementso Monitor the process of needs assessment and analysis at the idarrao Monitor designing the tools and their proper utilizationo Monitor the collection and analysis of data and setting prioritieso Monitor program planning according to priorities and budgetso Monitor program implementationo Measure participants satisfaction and learning (Kirkpatrick Levels

1/2)

o Monitor field applications (L3)o Measure impact of PD at the idarra level (L4)

5. Establishing a Databaseo Identify needs as regards a databaseo Examine the database to make sure it meets the identified needs

23


29/59


30/59

12.Vitalizing Community Participationo Find communication channels with the civil society at the idarra levelo Coordinate with business people associations and NGOs to support PDprogram implementationo Develop PD programs to participate in solving the problems of local

community at the idarra level

13.Making a Policy for Scholarships and Mechanisms for Long-term Benefito In cooperation with supervisors, identify actual needs of the

educational institution as regards new expertise

o In cooperation with supervisors, develop preparation programs forcandidates of scholarships abroad

o Set plans for utilizing the expertise of returned participantso Monitor and evaluate returned participants

14.Utilizing Academic and Educational Researcho Identify educational and pedagogical issues at the school and idarra

levels (that need to be researched)

o Apply PD-related research results through the supervisors

25


31/59

Professional Development System Core and Sub Tasks at the School Level

1. Disseminating Professional Development Cultureo Conduct fora and meetings for sharing experiences and expertiseo Conduct contests among schools for disseminating professional

development culture at the local level

o Develop publications, e.g. flyers, posters, etc., to publicize professionaldevelopment activities

2. Managing the Database Once it has been established by the Central Levelo Identify the SBTU needs as regards the databaseo Examine the ability of the database in terms of the information and the

reports that the SBTU needs in accordance with approved database

traffic ruleso Update the school level professional development activities on the

database

o Download information and reports according to the set traffic ruleso Upgrade and monitor the data entry process at the school level

3. Assessing Professional Development Needso Design and develop simple tools for PD needs assessment that is

necessary at the school in light of standards and in coordination with

idarra Training Department and supervisors

o Identify, analyze, and prioritize actual PD needs at the school4. Developing Professional Development Standards

o Participate in identifying the domains of administrative, technical, andsenior leadership positions as a step necessary for the development of

PD standards

o Participate in developing standards for all other positions5. Developing and Implementing PD Plans and Programs

o Set bi-annual plan for the implementation of PD activities at the schoolaccording to the needs and priorities; steps needed are:

Set objectives

Identify target audience Select the content Design training materials Allocate budget Set implementation schedule Design simple monitoring and evaluation tools for the PD activities

at the school in coordination with the idarra Training Department

and the supervisors

26


32/59

27

6. Establishing an M&E System for the PD Elementso Monitor needs assessment and analysis processes at the school levelo Monitor the planning of PD at the school in terms of:

Objective setting Content identification Trainee and trainer selection PD supplies provision

o Monitor the implementation and evaluation of PD activities against thePD standards and the following levels

Kirkpatrick Level 1 (participants satisfaction) Level 2 (participants learning) through the SBTU Level 3 (participants on-the- job application) through the

supervisors and the school administration Level 4 (the impact of PD activities on student learning at the

school) through the supervisors and the school administration

o Conduct final reports on PD activities carried out at the school level7. Developing Specialized PD Cadres

o Promote PD cadres development programs at the schoolo Nominate and select PD cadres candidates from the school in light of

standards

8. Finding Additional PD Funding Sourceso Identify PD financial needs according to the bi-annual plano Market locally developed programs, once they have been accredited, in

order to get funds

o Coordinate with local civil society players (BOTs, NGOs, etc.) in orderto garner their monetary and non-monetary support for the SBTU

9. Ensuring Coordination and Integration among all PD Entitieso Make suggestions for establishing a good communication system

between SBTU and other PD entities

10.Vitalizing Community Participationo Form task force at the SBTU to vitalize community participation

11. Utilizing Academic and Educational Researcho Identify educational and pedagogical issues at the school (that need to

be researched)

o Utilize research to find solutions to these issues in coordination withlocal PD entities

o Apply research PD-related results at the school level


33/59

Appendix B

Task Matrices, Core and Sub Tasks within the



34/59

Core

TaskSub Tasks

SBTU

Supervisors

Idarr

aTraining

S

ection

Senior

Supervisors

MuddiriyaTraining

Department

INSETCenter

IGs

C

DIST

Co

unselors

Universitiesand

1-Disseminateprofessional

development

culture

Develop cadres specialized in PD culture

dissemination 9 9 9 9 9 9

Establish a website on the internet to

disseminate PD culture 9 9

Conduct seminars, meetings, and

conferences for sharing expertise9 9 9 9 9 9 9 9 9

Conduct awareness raising programs

using all media channels (radio, TV, and

the press) 9 9 9 9 9

Organize contests among the educational

institutions to disseminate PD culture9 9 9 9 9 9 9 9 9

Design a logo for PD 9 9 9

29


35/59

Core

TaskSub Tasks

SBTU

Supervisors

Idarr

aTraining

S

ection

Senior

Supervisors

MuddiriyaTraining

Department

INSETCenter

IGs

C

DIST

Co

unselors

Universitiesand

2-Developprofessional

developmentstandards

Determine the domains of administrative,

technical and leadership positions9 9 9 9 9 9 9 9 9

Develop job description cards for each job

in light of the PD organization structure 9 9 9 9 9

Develop general characteristics of the

performance standards of every domain 9 9 9 9

Develop the standards, indicators, and

rubrics for every job9 9 9 9 9

30


36/59

Core

TaskSub Tasks

S

BTU

Sup

ervisors

IdarraTraining

S

ection

Senior

Supervisors

Muddir

iyaTraining

Dep

artment

INSE

TCenter

IGs

C

DIST

Counselors

Unive

rsitiesand

(contd)2-Developp

rofessional

developmentstandards

Field test the standards 9 9 9 9 9 9 9 9 9

Evaluate the results of the field testing

process9

Approve the standards 9

Train on standards 9 9 9 9

Monitor and evaluate 9

31


37/59

Core

TaskSub Tasks

S

BTU

Sup

ervisors

IdarraTraining

S

ection

Senior

Supervisors

Muddir

iyaTraining

Dep

artment

INSE

TCenter

IGs

C

DIST

Counselors

Unive

rsitiesand

3-Setaprofessionaldevelopment

strategicplan

Conduct a baseline study 9 9 9 9

Formulate a vision for developing the

PD system9 9 9 9

Set strategic goals 9 9 9 9

Collect data required to achieve goals 9 9 9 9 9

Analyze data 9 9 9

Identify future needs 9 9 9 9 9

Prioritize needs 9 9 9

32


38/59

Core

TaskSub Tasks

S

BTU

Sup

ervisors

IdarraTraining

S

ection

Senior

Supervisors

Muddir

iyaTraining

Dep

artment

INSE

TCenter

IGs

C

DIST

Counselors

Unive

rsitiesand

(contd)3-Setaprofessiona

ldevelopment

strategicplan

Formulate the components of the

strategic plan in light of required PD

programs and plans 9 9 9

Set a operational plan 9 9

Allocate budget 9

Identify funding sources 9

Monitor PD plan implementation 9 9 9 9 9

Evaluate programs and plans in light of

the feedback solicited9 9 9 9 9

33


39/59

Core

TaskSub Tasks

S

BTU

Sup

ervisors

IdarraTraining

S

ection

Senior

Supervisors

Muddir

iyaTraining

Dep

artment

INSE

TCenter

IGs

C

DIST

Counselors

Unive

rsitiesand

4-

Establishaprofessionaldevelopment

database

Identify PD needs from a database 9 9 9 9 9

Design the database according to the

needs9

Test the database 9 9 9 9

Conduct training on using the database 9

Upload the database on the internet andconnect it the e-government

9

34


40/59

Core

TaskSub Tasks

S

BTU

Sup

ervisors

IdarraTraining

S

ection

Senior

Supervisors

Muddir

iyaTraining

Dep

artment

INSE

TCenter

IGs

C

DIST

Counselors

Unive

rsitiesand

5-Developprofessionaldevelopment

trainingca

dres

Set cadres selection criteria 9 9 9 9 9 9 9 9

Promote cadres development programs 9 9 9 9 9 9 9 9 9

Nominate candidates for these programs 9 9 9 9 9 9 9 9 9

Select candidates according to standards 9 9 9 9 9 9 9 9 9

Implement programs 9 9 9

Evaluate participants of these programs 9 9 9

Accredit qualified cadres

35


41/59

Core

TaskSub Tasks

S

BTU

Sup

ervisors

IdarraTraining

S

ection

Senior

Supervisors

Muddir

iyaTraining

Dep

artment

INSE

TCenter

IGs

C

DIST

Counselors

Unive

rsitiesand

6-Assessprofessionaldevelopmentneeds

Design and develop needs assessment

tools e.g., cards, questionnaires, forms,

etc. according to centrally-set criteria9 9 9 9 9 9 9 9

Field test needs assessment tools 9 9 9 9

Assess actual needs 9 9 9 9 9 9

Analyze needs 9 9 9 9 9 9

Prioritize needs 9 9 9 9 9 9 9 9 9

Support the PD entities at the lower level 9 9 9 9

36


42/59

Core

TaskSub Tasks

S

BTU

Sup

ervisors

IdarraTraining

S

ection

Senior

Supervisors

Muddir

iyaTraining

Dep

artment

INSE

TCenter

IGs

C

DIST

Counselors

Unive

rsitiesand

7-

Developandimplementprofessional

developmentplansandp

rograms

Plan PD programs 9 9 9 9 9 9

Set operational objectives 9 9 9 9 9

Identify target groups 9 9 9 9 9 9 9 9 9

Design programs 9 9 9 9 9

Implement programs 9 9 9 9 9 9

37


43/59

Core

TaskSub Tasks

S

BTU

Sup

ervisors

IdarraTraining

S

ection

Senior

Supervisors

Muddir

iyaTraining

Dep

artment

INSE

TCenter

IGs

C

DIST

Counselors

Unive

rsitiesand

8-Est

ablishasystemtomonitor&evaluate

professionaldevelopmen

tstages

o Monitor PD needs assessment andanalysis

o Monitor designing and proper usageof needs assessment tools

o Monitor data analysis and needsprioritization

9 9 9 9 9 9

o Monitor PD program planningaccording to priorities and budgets

o Monitor objectiveso Monitor designing the training

content

o Monitor trainers and traineesselection

o Monitor the provision of PDsupplies and equipments

9 9 9 9 9 9

Monitor program implementation, using

Level 1 (questionnaire) and Level 2 (tests

and total monitoring reports)9 9 9 9 9 9

38


44/59

Core

TaskSub Tasks

S

BTU

Sup

ervisors

IdarraTraining

S

ection

Senior

Supervisors

Muddir

iyaTraining

Dep

artment

INSE

TCenter

IGs

C

DIST

Counselors

Unive

rsitiesand

(con

td)8-Establishasystem

tomonitor&

evaluateprofessionaldevelo

pmentstages

Monitor and assess the PD program

impact (writing a final report to measure

and analyze impact)9 9 9 9 9 9 9 9

Design evaluation tools 9 9 9 9 9 9

Write a final report based on the results of

Level 1 (participants satisfaction) and

Level 2 (learning)

9 9 9 9 9 9

39


45/59

Core

Task Sub Tasks SBTU

Supervisors

IdarraT

raining

Section

SeniorSupervisors

Muddiriya

Training

Department

INSET

Center

IG

s

CDIST

Counselors

Universitiesand

9-Managetheprofessionaldevelopment

database

Train on using the database 9 9 9

Update the database9

9

9

9

9

Set rules for levels of using the database 9

Get information and reports from the data 9 9 9 9 9 9

Monitor and evaluate the database in

order to maintain its effectiveness 9 9 9 9 9 9

Upgrade the database according to

changing needs on an on-going basis 9

40


46/59

41

Core

TaskSub Tasks

S

BTU

Sup

ervisors

IdarraTraining

S

ection

Senior

Supervisors

Muddir

iyaTraining

Dep

artment

INSE

TCenter

IGs

C

DIST

Counselors

Unive

rsitiesand

10-Coordinateandpromote

integrationamo

ngallPDentities

Determine roles and responsibilities 9 9 9 9 9 9

Define linkages 9 9 9 9 9 9

Establish a good communication

system among PD entities9 9 9 9 9 9 9

Formulate a code of operation in light

of PD vision and mission9 9 9 9 9 9

11-FindadditionalPD

fundingsou

rces

Identify PD financial needs 9 9 9 9 9 9 9 9

Suggest mechanisms for appropriate

funding sources9 9 9 9 9 9

Market PD accredited programs for

non-MOE clients9 9 9 9 9 9 9 9


47/59

42

Core

TaskSub Tasks

S

BTU

Sup

ervisors

IdarraTraining

S

ection

Senior

Supervisors

Muddir

iyaTraining

Dep

artment

INSE

TCenter

IGs

C

DIST

Counselors

Unive

rsitiesand

12-Makeapolicyforscholarshipsandmechanismsfor

benefitingfromthem

Assess the needs of the educational

system from new expertise 9 9 9 9 9 9

Design tailored programs to meet

educational needs 9 9

Set clear criteria for selecting the

candidates according to actual needs9 9

Develop preparation programs for

qualified candidates9 9 9 9 9

Set plans for utilizing the expertise of thereturned participants

9 9 9 9 9 9 9

Set clear criteria for assessing post

participant training impact9 9 9 9 9 9 9


48/59

CoreTask

Sub Tasks

SBTU

Supervisors

IdarraTrainingSection

SeniorSupervisors

MuddiriyaT

raining

Departm

ent

INSETC

enter

IGs C

DIS

T

Counselors

Universitiesand

13-Utilizeacadem

icand

educationalresearch Identify educational issues 9 9 9 9 9 9 9 9 9

Analyze and summarize the PD-

related researches and publish the

best ones 9 9 9 9 9

Apply the findings of the PD-related

researches 9 9 9 9 9 9 9 9

43


49/59

Core

TaskSub Tasks

SBTU

Supervisors

IdarraTraining

Section

SeniorSupervisors

MuddiriyaTrai

ning

Department

INSETCenter

IGs

CDIST

Counselors

Universitiesand

14-Activatecommunityparticipation Identify communication channels with

the civil society9 9 9 9

Coordinate with NGOs to generate

financial support for PD programs9 9

9

9 9

Coordinate with production institutions

and company and MOE Technical

Education Directorate to train

Technical/vocational school students

9 9 9 9

Coordinate with NGOs to fund

scholarships for distinguished students

and teachers

9 9 9 9 9 9

Form working groups to coordinate

with NGOs in order to garner their

financial and non-financial support for

PD

9 9

44


50/59

45

CoreTask

Sub Tasks

SBTU

Supervisors

IdarraTrainingSection

SeniorSupervisors

MuddiriyaT

raining

Departm

ent

INSETC

enter

IGs C

DIS

T

Counselors

Universitiesand

1

5-Accredit

professional

d

evelopment

programs

Accredit PD programs by content-

experts before these programs are

conducted


51/59

Appendix C

Statement of His Excellency, Minister of Education,

to the National Forum on Professional Development

Alexandria, May 3-5, 2005

Professional DevelopmentIs Indispensable for Developing

the Educational System


52/59

Distinguished Participants

Ladies and Gentlemen

Assalamu Alaikum we rahmatallahi wa Barakatouh

Our contemporary world is witness to overwhelming changes in science andtechnology and those are accompanied by accelerated social changes. A knowledge

community is in the making, but it requires us to reinvent some deeply-rooted ideas

and roles in education. The knowledge community has to be founded on

comprehensive strategies that ensure knowledge acquisition and promotion, as well as

the development of new knowledge in various disciplines.

The educational systems development rests on a firm belief that teacher professional

development, which entails basic skill training, must also include improving their

socioeconomic conditions. Teacher training is a continual process. It should not be

limited to colleges but extended into in-service training as well. Teacher training and

professional up-grading is crucial to the development of education since teachers playa central role in the realization of educational goals. Indeed, teachers shoulder the

responsibility of transferring the reformative visions of policy makers into educational

outcomes, i.e. knowledge, skills, and attitudes shown in the learners behavior.

Therefore, it is widely accepted that there exists a strong correlation between the

overall educational systems performance and the quality of teacher performance. We

can fairly say that no educational institution can achieve higher than the level of its

own teachers. This explains the importance attached to teacher professional

development in the developed countries.

Development concepts, goals, and mechanisms undergo radical changes. In fact, the

concept has become synonymous to human development. Goals and mechanisms

have also changed, because people have become the target and the engine of

development. Knowledge, not money alone, is now power. Since the teacher is the

most conspicuous element in the educational system, as the nation builds its human

capital, it is certainly necessary to improve teacher performance in order to adapt to

these changes. We need to consider the teachers new mission because it involves

his/her personal traits as an educator, planner, researcher, thinker, evaluator, learner,

and leader.

It is therefore incumbent upon us to work out numerous strategies in this field,

including linkages between education and training systems and labor market needs.Public-private partnerships in education, training, and professional development -

which is the pivotal theme of our meeting today- are integral parts of this process.

These strategies will provide for collaborative work between teachers, researchers,

policy analysts, producers, and decision makers.

It is from this point of view that the Ministry builds its vision for teacher professional

development. This is based on the notion that sustainable and equal professional

development for teachers is a prerequisite for the overall development of the school

system. However, teacher professional development needs to cover many fields and

have access to diversified resources and approaches.

47


53/59

With all of this in mind, new approaches have been adopted to plan, implement, and

evaluate professional development programs. These include the development of the

Ministrys training centers and increasing their total capacity to reach 18,500 trainees.

In addition, a number of teachers are now trained to assume an evaluation function at

schools. The training programs that were provided to teachers covered the following

topics: Change Management and Dealing with Resistance to Change Evaluation of School Performance Human and Physical Resource Management Schools in Partnership with the Environment Futuristic Vision for Education in Egypt Educational Leadership Time Management Skills Team Building Skills Thinking Skills Development Educational Supervision

The teacher experience, especially for those with many years of service (e.g. 20),

must be utilized as much as possible. The teacher must get all of his/her rights to

professional promotion so they will not leave teaching, for educational administration,

to have better prospects of promotion. This would encourage the loss of a much

smaller number of good instructors who had received a great deal of professional

development. In todays world most educational systems tend to identify a job scale

where promotion from one position to a higher one is a function of experience,

performance, training attended, research conducted, and academic certificates

obtained.

Teacher in-service training is becoming a more comprehensive operation. It is no

longer limited to addressing the defects in the teachers academic formation, but

extends to cover professional growth, in addition to academic and cultural

development. Thus, teacher training programs are not random in nature. They have to

be well-planned according to specific standards with a vision of improving the

efficiency of teachers and undertaking the tasks entrusted to them.

In this regard, we can fairly say that the mission for effective professional

development must consider the following dimensions:

1. Sustainable professional development must be an essential feature of anystrategy for educational development, be it quantitative or qualitative. This is

supported by the fact that it plays a vital role in bridging the performance gap

between the practices of the existing or prospective teachers and the practices

of the new teachers. This must be an integral element in order to achieve

successful educational reform.

2. In line with the above, it becomes inevitable to ensure equal opportunity forprofessional development, involving different areas and requiring diversified

resources and approaches. This would result in an educational system which is

more responsive to the overwhelming changes in science and technology.

48


54/59

3. Cognizant of the fact that education is an issue of national security, itsdevelopment has to be seen as a community shared responsibility. In this

context, sustainable and effective professional development requires carefully

planned community participation in all its stages and activities. This can be

attained by involving those who affect the process of instruction and learningin what are called learning communities.

4. Professional development becomes more successful when it is an integral partof a larger system for teacher selection, training, and certification. This implies

the need to redefine and enlarge the mission of the Faculties of Education

which will better contribute to this endeavor, along with the other university

institutions.

For this reason, MOE has placed teacher training at the top of its list of priorities,

thus giving rise to the notion of an Egyptian Academy for Enhancing Teachers

Capabilities, within Moubaraks Education City. The idea seems to be a timelyone, following the success story on the road to reform including professional

development of the education community in general and teachers in particular.

The Academys significance is derived from the fact that it will ensure continual

professional growth. It represents a major step within the framework of MOEs

adoption of the concepts of Continual Evaluation, Total Quality Management

(TQM), and standards. It provides a forum wherein the education community can

upgrade their knowledge, skills, and abilities and have access to professional

licenses, thus helping them to improve their socio-economic conditions. The

academy is the institution responsible for in-service training of teachers, leaving

the academic training to the Faculties of Education/Ministry of Higher Education.

In this regard, the following procedures were taken to work on the various aspects of

the Academy:

1. Create a task-force (from MOE experts) to study the various aspects of theAcademys concept.

2. Various expert meetings were held to discuss strengths, weaknesses,opportunities, and threats.

3. The internal and external environment of the Academy has been considered,with special emphasis on the challenges.

4.

A phased strategy has been developed for construction works.5. The Academys Vision and Mission statements have been formulated, alongwith the General Objectives.

It is worthy to note here that the Academys idea emanates from:

1. President Mubaraks directives to consider high-quality education an issue of

national security;

2. The philosophy of Egypts educational system; and3. International best practices in education.

49


55/59

Implementation will envisage the following priority list:

Coping with the educational systems in the region, the changing requirements,and the development in science and technology.

Training teachers for future roles so as to pre-qualify them for investing in theavailable opportunities and for shouldering their responsibilities.

Meeting the Arab world demand for skillful trainers.In brief, the Academy's vision reads:

The academy is intended to be a Center of Excellence in the Arab

region so as to promote and develop human resources in education. It

shall be capable of fulfilling the changing and increasing training

needs of the Arab countries so that Egypt becomes an exporter of

skilled professionals who are able to compete regionally and

internationally.

The Academy's mission is:

1. To provide the best possible training programs for all MOE staffmembers to promote their knowledge and develop their functional

skills;

2. To develop and manage an educational training system which focuseson excellence and precision to achieve the highest level of performance

in the educational process.

The Academy's objectives are classified into the General Objective and the detailedobjectives:

The General Objective is: to develop and upgrade the educationalknowledge, skills, and attitudes of educational personnel, including

managerial and leadership levels.

Detailed Objectives include:

1. Upgrade teachers performance in both the subject matter and the teachingmethodology, improve their attitudes, and encourage them to be more creative.

2. Increase teachers (and supervisors) knowledge of modern instructionaltechniques and reinforce their knowledge in disciplines of specialization.

3. Inform teachers of the problems in the existing educational system, ways tosolve them, and their roles and responsibilities in this regard.4. Encourage the education community to show recognition of human ideals and

values. Training helps people appreciate these ideals and comprehend the

nation's educational objectives.

5. Deepen the national and political awareness among the education community,in order to absorb the socio-economic and political changes to which the

society is exposed and then translate them into practical behavioral patterns.

6. Develop managerial and leadership skills among the executive, middle, andtop management levels.

7. Promote the concept of decentralization in school management and increasethe ability to take enlightened decisions.

50


56/59

51

Responsibilities:

1. The Academy is the institution responsible for the design, implementation, andmonitoring and evaluation of all educational activities.

2. Assure professional development of the education community.3. Plan high-quality professional development programs.4. Set teaching and educational supervision standards.5. Certify standards for promotion of teachers and supervisors to higher

positions.

6. Endorsement of achievement files of teachers and other members of theeducationcommunity.

7. Approve programs according to the standards.8. Follow-up with progress in science, teaching profession, and the international

experience in education, for the benefit of both teachers and other members of

the education community.9. Promote professional development in schools.10.Support training and evaluation units at schools so as to promote professional

performance.


57/59

Appendix D

National Forum Recommendations

Alexandria, May 3-5, 2005


58/59

National Forum Recommendations

1. Redirect the professional development system focus to meet the ultimate goalof enabling students to meet the needs of the local society and international

competition.

2. Support and guarantee the real practice of decentralization in professionaldevelopment. Establish a training center in each governorate. Delegate greater

authority to local training entities in the preparation and implementation of

training that is based on the local needs.

3. Utilize national standards in a way that serves and informs professionaldevelopment programming. In addition, set standards for the professional

development system itself, establishing applicable, measurable, standards for

selecting trainers, and evaluating programs, program materials, and

performance.

4. Make use of available expertise in the current system (central training localtraining supervision), redesigning the staffing structure for employees within

the system and building their capacity to meet new demands. Vitalize the role

of school based training and evaluation units, building the capacity of its

managers in planning and implementing professional development programs.

5. Provide the necessary financial, human, and technological resources to fullyimplement an effective professional development system. Establish new

regulatory financial guidelines suitable to meet the demand.

6. Update the mechanisms to identify the actual needs of educators.7. Build an integrated, comprehensive database/information system to serve the

needs of the professional development system.

8. Prepare cadres of trainers at all levels.9. Send educators for overseas professional development to benefit from

international experience.

10.Address the critical issue of teachers career paths and rewards. Set standardsfor students joining the Faculty of Education. Limit teaching careers to those

qualified educationally. Adopt a new philosophy for promotions that is linked

to nominees performance, content knowledge, education, administrative

skills, and not to seniority. Establish appropriate incentives policies.

11.Define the role of community participation in relation to educationalestablishments. Vitalize the role of NGOs and Boards of Trustees.

12.Establish a basis that allows for the professional development system todevelop autonomously.

53


59/59

13.Establish a plan with a time frame for achieving the vision of the professionaldevelopment system. Identify the obstacles hindering the achievement of the

integrated professional development vision, and propose ways to overcome

them.

14.Issue the necessary ministerial decrees to support the quick implementationand activation of the improved system. Activate the decentralization laws suchas law 43 for the year 1979 re: local administration and its amendments.

15.Develop appropriate coordination mechanisms among key players, unifyingthe efforts of those within the professional development system. Assign a

representative from the Central Agency for Organization and Administration

(CAOA) to be in charge of coordination among CAOA, the professional

development system, and the Ministry of Finance. Cooperate with donating

agencies in developing training methods and in monitoring them in the various

educational institutes.

001 ess erp framework prof de

Documents