Annexes

A. List of organisations

B. Literature Review

C. Examples of differences between different levels in verification of training

D. Tables from the Survey

ANNEX A - List of organisations

Prilika Plus,

Banja Luka and

Sarajevo

Project Has partnerships in

agriculture, culinary

& HoReCa, furniture

manufacture,

technology, general

vocational training

Under

auspices of

Swiss

Development

Corporation

Entire country 2011 Chamber of Commerces of Una-Sana Canton,

Sarajevo Canton, Republika Srpska, Herzegovina

Neretva Canton, FBiH; INTERA Technology Park,

Mostar; GastroID, Konjic; School of Agriculture,

Banja Luka; FORMAT, Sarajevo; WMTA, Srbac;

Swiss Development Agency; Republic Agency for

Small and Medium Enterprises, Republika Srpska

N/A

Uci I Radi, Aldi

Gorazde

Project Advocacy campaign

established with a

view to adopting a

coherent and

harmonized legal

framework in the

country, especially

with respect to

education, retraining

adults in order to

improve labour

market situation &

reduce

ALDI, Gorazde Entire country Late 2013 Agency for Local Development Initiatives (ALDI),

Center for Civil Initiatives (CCI), European Union

(support role)

N/A

unemployment,

especially regarding

socially marginalized

groups

Posao.ba

Education,

Sarajevo

Private Information provider

on training

programmes and

courses

Posao.ba

employment

agency

Entire country Posao.ba

founded in

2003, sector

for

education

later

Many partners in both public and private sectors. N/A

Info Educa,

Ljubuski

Private VET and adult,

medical and health

Cantonal level,

WH level

Western

Hercegovina

Canton

2010 Not defined N/A

WMTA Srbac Private Adult education,

wood and metal

processing

Entity level,

established by

INTERFOB

Consulting

Banja Luka

BIH Municipality Srbac, Interlignum Teslić, Sconto-

prom Prijedor, Elas komerc Banja Luka, Tikt

manufaktura Gradiška, IMSS-trade Banja Luka,

Master Institut Banja Luka, TUV Nord Croatia, Tri

D Corpus Croatia, Atom company Srbac i Drvo

CLASTER Banja Luka.

N/A

TAKT Academy

Sarajevo

Private Adult education in

car production, metal

processing, leather

and textile

BIH level,

established by

industry

leaders in

Auto

production

BIH level programs

started in

2011,

Academy

registered in

2015

Prevent, ASA, FW, CIMOS, Porcshe, Bekto Precisa N/A

Agriculture

education

center Banja

Luka

Private Adult education and

VET , agriculture

Entity level Republic of

Srspka

N/A Agriculture Institute, Agriculture faculty,

Agriculture school Banja Luka

N/A

Centar Za

Obrazovanje,

Siroki Brijeg

Srednja

strukovna škola

Private VET and adult

education

Social science

Entity level,

Bosnia and

Herzegovina

N/A not defined N/A

s pravom

javnosti

(VET School)

Economy

Administration

Agriculture

Gastro

Tourism

Intera

Technology

Park, Mostar

Private Adult education,

technical and ICT

skills

Cantonal level Herzegovina

Neretva Canton

(2013 pop.

236,278)

N/A University of Mostar N/A

Centar za

stručno

osposobljavanje

I edukaciju

(center for

vocational

training and

education)

within the

Agency for

employment

Public Adult education ,

metal and stone

construction

(supported by Swiss

Development

Agency)

Cantonal level Una Sana

Canton (2013

pop. 299,343)

N/A not defined N/A

ANNEX B - Literature Review

Name of Reference Key Words Type of

document

Summary

An assessment of

international teacher

training systems:

country profiles

The National

Recognition Information

Centre for the United

Kingdom (UK NARIC),

2012

Department for

Education Research

Report DFE-RR243a

https://www.gov.uk/gov

ernment/uploads/syste

m/uploads/attachment_

data/file/193361/DFE-

RR243a_country_profile

s.pdf

(accompanied by main

report and methodology

here:

https://www.gov.uk/gov

ernment/uploads/syste

m/uploads/attachment_

data/file/183456/DFE-

RR243_main_report.pd)

Teacher training,

quality

standards,

practical skills

Research Report The document assesses the

International Teacher Training System in

42 countries, including Bosnia and

Herzegovina, in comparison to the UK

system.

Each system is awarded a certain score

on the basis of its proximity to the

British International Teacher Training

System, with Bosnia & Herzegovina

scoring only 5 out of a possible 52

points.

The report refers to teacher training in regard to quality assurance and monitoring processes, expected skills, pedagogic approaches, and core components of any practical placements.

The study concludes that the International Teacher Training System of Bosnia and Herzegovina, alongside other educational systems, is currently undergoing reform. The decentralized nature of the education system presents challenges for analysis, as ITT is not uniformly implemented across the Cantons of FBiH. While certain institutions’ programmes may have met or approached the minimum indicator thresholds, some institutions’ programmes failed to do so, and the analysis took account of this variation in order to thoroughly examine the country’s minimum standards. Quality assurance of ITT is considered unsatisfactory.

Model za unapređenje

sustava kontinuiranoga

profesionalnog razvoja

odgojitelja, nastavnika i

Continuous

professional

Development of

teachers, quality,

Report The study summarizes current problems

regarding CPD in BiH, with a focus on

the following:

stručnih suradnika u

Bosni i Hercegovini

A model for the

improvement of the CPD

system for educators,

teachers and assistants

in Bosnia and

Herzegovina

Agencija za predškolsko,

osnovno i srednje

obrazovanje – APOSO,

2014

qualifications,

skills

- Initial education of teachers - Content of teachers education

curricula - Lack of financial resources - Outdated skills and knowledge

of teachers in BIH

The report provides a model for the

improvement of CPD, where the major

focus is on planning, implementation

and evaluation. In each of these three

phases certain policy documents are

proposed for development. It is

suggested that each education

institution should have a team created

especially for purposes of continuing

professional development. Such a team

would develop on an annual basis a plan

for professional development, outlining

activities, priorities and goals. The team

should include a coordinator, teachers

and the school’s director.

BAD SCHOOLS OR BAD

EDUCATIONAL POLICY:

FOR WHOM DOES THE

BELL TOLL?

Introduction of modern,

innovative and

interactive teaching

methods into high

school education in BIH.

ACIPS, 2010

Lidija Pisker and Nedim

Sinanovic

https://www.academia.

edu/305014/Bad_School

s_or_Bad_Education_Po

licies_-

_For_Whom_the_Bell_T

olls

Interactive

learning,

institutional

support , social

dialogue

Policy brief This policy brief is focused on the

assessment of barriers to the

introduction of innovative and

interactive teaching practices in BiH. The

methodology for the brief was based on

4 focus groups with high school

students, parents in the towns of Doboj

and Zenica, and interviews with key

stakeholders.

The conclusion focuses on institutional

development of CPD compared to

individual approaches.

The major problems identified are as

follows: lack of capacities for CPD,

inadequate use of non institutional

capacities, lack of financial resources,

inadequate planning, and lack of

cooperation between different

stakeholders on issues related to CPD.

The report highlights the idea that the

current system of CPD jeopardizes the

quality of teaching, and therefore also

the results of education process. The

report concludes that teachers show a

motivation for continuous education if

they are offered training of good quality.

The major problem is a lack of system

and service for CPD within the country.

Organization for

Security and

Cooperation in Europe

(OSCE) Mission to BiH

Teacher Training

(http://www.oscebih.or

g/documents/osce_bih_

doc_201012221645245

9eng.pdf)

OSCE, 2011

History,

pedagogy,

minorities

Policy Summary 1-page summary on OSCE policy in

regard to teacher training. Although

competencies focus on history, language

and minority inclusion, there is an

outcome-oriented approach to

evaluation, as well as commitment to

implementing the EU Framework of key

competencies for teachers across-the-

board.

ISSUES IN TEACHER

TRAINING IN THE

FEDERATION OF BOSNIA

AND HERZEGOVINA

(http://www.pitt.edu/~g

inie/bosnia/pdf/issuesDi

z.pdf)

University of Pittsburgh,

1997

Dizdar, Srebren.

Teacher

Training; Bosnia

Academic paper This paper provides an immediate post-

war prediction of problems to come in

the training of teachers in post-

independence BiH. It gives an interesting

baseline for the development of training

in (half of) post-independence BiH.

ETF

Mapping Policies and

Practices for the

Preparation of Teachers

for Inclusive Education

in Contexts of Social and

Cultural Diversity: BiH

National Report

(http://www.etf.europa.

eu/webatt.nsf/0/C1257

8310056925BC125772E

002B2093/$file/NOTE85

SB89.pdf)

Social inclusion Working

document

Overview of formal & VET teacher

training in BiH in light of Bologna and

Copenhagen processes in initial teacher

training and in-service professional

development schemes in terms of

socially-inclusive teaching practices.

The publication uses desk and field

research to analyse and assess teacher

competencies and preparedness for

inclusive education. The report,

however, states that further research is

needed to evaluate the full implications

of inclusive education competences on

ETF, 2010

Lejla Kafedžić; Tamara

Pribišev Beleslin; Selma

Džemidžić Kristiansen

teacher training curricula, a point which

was raised during focus groups in the

field research phase of the study.

World Bank Education

Statistics

(Oct 2014)

http://knoema.com/WB

EdStats2014Oct/educati

on-statistics-world-

bank-october-

2014?country=1000450-

bosnia-and-herzegovina

(May 2015)

http://knoema.com/WB

EdStats2015May/educat

ion-statistics-world-

bank-may-2015

Statistics Website automatically graphically

presents datasets on all educational

data which the World Bank gathers for

BiH

Educational statistics for

FBiH for 2006/07 -

2014/15

http://www.fzs.ba/eng/

gode.htm#EDUCATION

FBiH Institute for

Statistics

Statistics Educational statistics for FBiH for

2006/07 - 2014/15 in individual annual

reports

Education Statistics

2014 First Release

http://www.bhas.ba/sa

opstenja/2014/EDU_20

14_001_02_bos.pdf

BiH Agency for

Statistics

Statistics

UNAPREĐENJE

PROFESIONALNOG

RAZVOJA NASTAVNIKA I

PRAKSI UČENJA I

POUČAVANJA

IMPROVEMENT OF THE

PROFESSIONAL

DEVELOPMENT OF

TEACHERS, AND THE

PRACTICE OF LEARNING

AND TEACHING

Education of

teachers,

education

system of BIH,

Research study This report assesses the education

system’s provisions for teachers’

development, profiles the teacher

population, provides an overview of the

history of CPD, the formal education of

teachers, qualifications, curricula in

teachers’ education, and cooperation

between institutions for adult education

and schools.

Adila Pašalić-Kreso

Hasnija Muratović

Radmila Rangelov-

Jusović

Dženana Trbić

Skolegijum, Sarajevo,

2005

It is concluded in the report that CPD in

BiH is outdated and does not respond to

the urgent needs of the education

system. The dominant attitude is to

neglect the teaching process in the

overall training of teachers. The report

recommends that a network for CPD

should be developed, where NGOs could

play a significant role in providing CPD

for teachers.

STRATEGIJU RAZVOJA

STRUČNOG

OBRAZOVANJA I OBUKE

U BOSNI I HERCEGOVINI

ZA PERIOD 2007. – 2013.

GODINE

Strategy for the

Development of

Secondary Vocational

Education and training

in BiH for the period

2007-2013

Vijeće ministara Bosne i

Hercegovine, na 6.

sjednici

održanoj 11. aprila

2007. godine

Education of

teachers, quality

of education,

institutional

framework

Strategic

document

The strategy is focused on overall

professional development and adult

learning, and is divided into 10 chapters.

CPD is discussed within several chapters,

where is highlighted that CPD remains a

challenge, there are no incentives for

the best teachers, current modular

curricula require the additional training

of teachers where financial resources

are inadequate, the role of pedagogic

institutes in CPD is discussed, the lack of

CPD departments is mentioned, and the

need for regionally-delivered CPD of

teachers, which could be an integrative

part of currently-existing centers for

adult learning and institutions is

highlighted.

Although this strategy is now outdated,

no new strategy has yet been

developed.

PEDAGOŠKI STANDARDI

I NORMATIVI ZA

SREDNjE OBRAZOVANjE

Pedagogic standards

and norms for

secondary education

2013

Standards,

teachers

qualification,

conditions for

schools opening

Policy at the

national (BiH)

level

Although the entire document discusses

the overall organization of educational

processes in schools, Article 52 refers to

the CPD of teachers in health

institutions, where it is stressed that

such CPD needs to be organized.

Article 67 refers to a quota for teachers’

work, where CPD is included at 1 hour

per week.

Article 75 defines that a school’s

librarian is responsible for informing

teachers on a regular basis regarding

innovations and developments in the

field that they teach.

Strateške pravce razvoja obrazovanja u Bosni i Hercegovini sa planom implementiranja, 2008.–2015.

Strategy for development of education in BiH, with implementation plan, 2008-2015.

Council of Ministers of BIH 03.06.2008.

Education

system, quality

of education,

institutional

framework,

professional

development,

education

reform

Strategic

document

The document summarizes the goals

and activities for the development of

the education sector. The report

concludes that there is lack of

information and data on education in

BiH pointing to where the sector

requires significant improvement.

The major problems identified within

the education system are inadequate

infrastructure, an expensive education

system which does not produce

expected results, a lack of

standardization of teachers’ education,

and wage inequalities between teachers

within BiH.

Framework Law on Vocational Education and Training in BiH

Parliament of BIH,

Official Gazette, 63/2008

VET, curricula,

standards, tests,

autonomy of

schools,

financing of

education

Legislation The Law defines a need for continuous

professional development of teachers in

BiH, but fails to further elaborate upon

the issue.

Law on Secondary Education in Republika Srpska

Parliament of Republic of Srpska

Official Gazette, 74/08

Education,

secondary

education,

infrastructure,

curricula, CPD

Legislation Article 75 defines the mandatory

qualifications for teachers as being a

university degree and qualification as a

professor, besides adequate vocational

education

The legislation also defines licensing and

the professional development of

teachers (Article 84)

Law on Secondary Education in Zenica-Doboj Canton

Parliament of Zenica-Doboj Canton, 2004

Education,

secondary

education,

infrastructure,

curricula, CPD

Legislation Article 111 of the Law defines that

teachers have an obligation to attend

professional development trainings at

certain times during their professional

career. The aim of the CPD is to increase

the quality of education.

Law on Secondary Education in Canton 10

Parliament of Canton 10

Official Gazette of the Canton, 12/2004

Education,

secondary

education,

infrastructure,

curricula, CPD

Legislation Article 97 defines the mandatory

qualifications for teachers, in that they

should have university degree with

adequate pedagogic education

specialization. Vocational teachers can

have a higher secondary education

diploma, while teachers for practical

classes need secondary education and at

least 5 years of practice within a certain

field.

The legislation also defines the

professional development of teachers

(Article 70; 92), while Article 106 defines

that teachers have an obligation toward

and right for CPD, whose program is to

be defined by the appropriate ministry.

Law on Secondary Education in Canton Sarajevo

Canton Sarajevo

Parliament of Sarajevo Canton

Official Gazette of the Sarajevo Canton, 10/04, 37/07, 2010

Education,

secondary

education,

infrastructure,

curricula, CPD

Legislation Article 110 defines that teachers have

an obligation to attend professional

development training during their

overall professional career as teachers.

The aim of this CPD is to increase the

quality of education they provide.

Article 109 defines the mandatory

qualifications required by teachers,

where they can either have:

i) University degree and qualification of professor

ii) I, II or III Level Bologna Process degree with

adequate pedagogic education.

Vocational teachers can have a

university degree, or alternatively higher

secondary education and at least 5 years

of practice within a given field.

Law on Secondary Education of Herzegovina-Neretva Canton

Parliament of Herzegovina-Neretva Canton

Education,

secondary

education,

infrastructure,

curricula, CPD

Legislation Article 100 of the Law defines that

teachers have a right and an obligation

to attend professional development

trainings during their overall

professional career as teachers. The aim

of the CPD is to increase the quality of

education.

The CPD programs are defined by the

Ministry of Education

Official Gazette of the HN Canton, number 8/00, 4/04, 8/06, 3/08

The Law does not define mandatory

qualifications for teachers

Article 21 defines a need for continuing

professional development of teachers so

as to follow the frequent changes in

education practice and the introduction

of new methodologies.

Therefore, teachers have to attend CPD-

oriented courses and workshops when

new subjects, syllabuses, and changes to

existing curricula are introduced, and

requirements of the labour market

dictate such changes.

Law on secondary

schooling

Parliament of Posavina

Canton

Official Gazette of the

Posavina Canton , 3/04,

8/08)

Education,

secondary

education,

infrastructure,

curricula, CPD

Legislation Article 72 defines the mandatory

qualifications of teachers, defining their

role(s) as professors, vocational

teachers, pedagogy professionals, and

assistants in the teaching process.

Teachers are required to have education

and pedagogic qualifications or a

relevant diploma. The school board is

responsible for making a decision as to

whether the conditions on pedagogic

training are met.

Article 81 of the Law defines that

teachers have an obligation to attend

CPD trainings during their overall

professional career as teachers. The

Minster of Education is responsible for

defining any CPD program.

Law on secondary

schooling

Parliament of Central

Bosnia Canton

Official Gazette of the

Central Bosnia Canton,

11/01, 11/04, 17/04

Education,

secondary

education,

infrastructure,

curricula, CPD

Legislation Article 81 defines the mandatory

qualifications for teachers, which are

either a university degree or

specialization in pedagogic education.

Vocational teachers can have a higher

secondary education while teachers for

practical classes require both secondary

education and at least five years of

practice in the given field.

Law on Primary and

Secondary Education in

Una-Sana Canton

Parliament of Una-Sana

Canton

Official Gazette of Una

Sana Canton , 05/04

Education,

secondary

education,

infrastructure,

curricula, CPD

Legislation Article 113 defines the mandatory

qualifications for teachers, where they

can either have a university degree or

adequate pedagogic education.

Vocational teachers are required to have

a higher secondary education, while

teachers for practical classes need to

have a secondary education and at least

five years of practice within a given field.

Article 114 of the Law states that

teachers have an obligation to attend

professional development trainings

during their overall professional career

as teachers. The aim of the CPD is to

increase the quality of education

provided.

Law on Secondary

Education in Tuzla

Canton

Parliament of Tuzla

Canton

Official Gazette of Tuzla

Canton , 6/04, 7/05)

Education,

secondary

education,

infrastructure,

curricula, CPD

Legislation Article 101 defines the mandatory

qualifications of teachers, where they

can either have university degree or

adequate pedagogic education.

Vocational teachers are required to have

a higher secondary education, while

teachers for practical classes must have

secondary education and at least five

years of practice within a given field.

All potential issues related to the

qualification of teachers should be

resolved by the Pedagogic Institute of

the Canton

Article 112 of the Law defines that

teachers have both a right and an

obligation to attend professional

development trainings throughout their

professional career as teachers.

Law on Secondary

Education in West

Herzegovina Canton

Parliament of West

Herzegovina Canton

Official Gazette of the

West Hercegovina

Canton , 6/04, 8/04,

8/08, 14/08

Education,

secondary

education,

infrastructure,

curricula, CPD

Legislation Article 74 defines the qualifications of

teachers, where they can either have a

university degree or adequate

pedagogic education. Vocational

teachers are required to have a higher

secondary education, while teachers for

practical classes are required to have

secondary education and at least five

years of practice within a given field.

Article 80 of the Law defines that

teachers have a right and an obligation

to attend professional development

trainings where all Ministry of education

of Western Herzegovina Canton covers

all expenses

Law on Secondary

Education in Bosnian

Podrinje Canton

Parliament of Bosnian

Podrinje Canton

Official Gazette of the

Bosnian Podrinje

Canton, 05/04

Education,

secondary

education,

infrastructure,

curricula, CPD

Legislation Article 110 defines the mandatory

qualifications of teachers, where they

can either have a university degree or

adequate pedagogic education.

Vocational teachers must have higher

secondary education, while teachers for

practical classes are required to have

secondary education and at least five

years of practice in a given field.

Article 111 of the Law states that

teachers have both a right and an

obligation to attend professional

development trainings where Ministry

of education develop the book of rules

on CPD

Bosnia and Herzegovina

Education for All 2015

National Review

Ministry of Civil Affairs

of Bosnia and

Herzegovina, June 2014

http://unesdoc.unesco.

org/images/0022/00229

9/229929E.pdf

Training Bosnia

Education

Report Briefly discusses competencies for

quality assurance and CPD of teachers of

the state-level Agency for Preschool,

Primary and Secondary Education,

TEACHERS FOR THE

FUTURE

TEACHER

DEVELOPMENT FOR

INCLUSIVE EDUCATION

IN THE WESTERN

BALKANS

ETF, 2011

Regional Report Report uses information from Mapping

Policies and Practices for the

Preparation of Teachers for Inclusive

Education in Contexts of Social and

Cultural Diversity: BiH National Report

and other national reports to synthesise

Western Balkan trends in regard to the

Teachers For The Future project’s key

objectives of identifying and mapping

issues, challenges and opportunities in

teacher preparation for inclusive

education in the Western Balkans and

analysing these against relevant

European and international trends, and

NATAŠA PANTIĆ, ALISON

CLOSS AND VANJA

IVOŠEVIĆ

https://www.academia.

edu/9010691/TEACHERS

_FOR_THE_FUTURE_TEA

CHER_DEVELOPMENT_F

OR_INCLUSIVE_EDUCATI

ON_IN_THE_WESTERN_

BALKANS

providing evidence for improving

policies and practices in pre-service and

in-service teacher development for

inclusive education in the Western

Balkans.

Professional

Developmentof

Teachers in BiH:

From Promises to

Ensuring

QualityTeaching in

Classrooms

Pisker, L, 2010

https://www.academia.

edu/235662/Profession

al_Development_of_Tea

chers_in_BiH_From_Pro

mises_to_Ensuring_Qual

ity_Teaching_in_Classro

oms

In spite of education ministers pledging

to provide fully-modern training for

teachers between 2003 and 2006 as part

of the 2002 state-level Education

Reform Strategy, they did very little to

act on these promises. The paper

identifies the fact that various levels of

government within BiH failed to adopt a

strategic approach to teacher training

policy within secondary education

system reform strategy, and claims that

this is one of the reasons why the results

of these reforms have been

unsatisfactory. It furthermore analyses

the current extremely fragmented and

incoherent teacher training policies

within the country, in order to recognize

the obstacles to delivering quality

programs. Two policy options

are examined, in order to determine

what approach and methodology BiH

should adopt in teacher training reform.

Pantić, N.; Wubbels, T. I

Mainhard, T. (2011).

Teacher Competence as

a Basis for Teacher

Education: Comparing

Views of Teachers and

Teacher Educators in

Five Western Balkan

Countries, Comparative

Education Review, Vol.

55, No. 2 (May 2011),

pp. 165-188

Teacher

competences,

Academic Paper Analysis of questionnaire responses

from 2354 teachers, teacher educators,

and student teachers from Bosnia and

Herzegovina, Croatia, Macedonia,

Montenegro, and Serbia (with 579 being

from BiH). Questionnaire covered four

areas of teacher competencies: (1) self-

evaluation and professional

development; (2) subject knowledge,

pedagogy, and curriculum; (3)

understanding of the system of

education and contribution to its

development; and (4) values and child

rearing. The relative importance

http://www.research.ed

.ac.uk/portal/files/1189

3905/Teacher_Compete

nce_as_a_Basis_for_Tea

cher_Education_Compar

ing_Views_of_Teachers

_and_Teacher_Educator

s_in_Five_Western_Balk

an_Countries.pdf

attributed to each of these areas is

analysed, and results are discussed with

regard to their implications for reforms

in teacher education policies and

programs in contexts of decentralizing

education systems.

European Commission (2013). Teacher Education and Training in the Western Balkans: Report on: BOSNIA AND HERZEGOVINA

http://bookshop.europa

.eu/en/teacher-

education-and-training-

in-the-western-balkans-

pbNC0113479/

Also accompanying final

synthesis report:

http://ec.europa.eu/edu

cation/international-

cooperation/documents

/western-

balkans/teacher-

training-report_en.pdf

Report Provides an overview of educational

policies and the process of teacher

training within Bosnia & Herzegovina.

Chapters are devoted to CPD and quality

assurance. Focus upon general

education.

BOSNIA AND

HERZEGOVINA IMPACT

ASSESSMENT OF

VOCATIONAL

EDUCATION AND

TRAINING REFORM

ETF, 2012

http://www.etf.europa.

eu/webatt.nsf/0/13DE6

6C4FED34DBFC12579D6

Teacher Training,

CPD, Bosnia,

Education

Working Paper Provides an assessment of educational

reform within BiH in regard to VET.

Elucidates on issues related to teacher

training in this context. According to this

report ‘During the research for this

report the ministries were unable to

identify any planning and strategic

documents related to the introduction

of innovative and interactive teaching

methods in secondary education,

demonstrating a complete lack of

commitment to this issue and a failure in

their duty to attend to it.’ Further The

institutes are short-staffed

005E5C31/$file/BA%20V

ET%20reform%20impact

%20assessment.pdf

and do not even have professional advisors available for every school subject. The work plans of most pedagogical institutes are dominated by supervisory work, while support for the development of quality in education is not a top priority. As the functions of the institutes are not clearly defined,they often overlap with the functions of education ministries.’

Analyses of Teacher

Policies in Bosnia and

Herzegovina

I. Čelebičić, R. Rangelov

Jusović, T. Heinen, n.d.

(http://promente.net/N

EPC_MTP.pdf)

Incomplete draft

report

Report summarises teaching and

teacher training policies within BiH,

arguing for increased uniformity, in

order to ensure the mobility of teachers

and enable participation in international

comparative studies and analyses, and

also argues for increased teacher

participation in policy formulation.

Annex C: Examples of differences between different levels in verification of training

The advisors from the Pedagogic Institute of Canton Sarajevo professionally provide monitoring and verification of the CPD of teachers (Article 129, Law on Secondary Education). The Book of Rules on Verification, Promotion and CPD of Teachers in Primary and Secondary Schools in Canton 10 can include: obligatory CPD trainings defined by the Ministry of Education, CPD implemented by a professional body, professional development through reviewing and following the professional literature (which is proven via submission of a teacher’s report with included bibliography). The CPD of teachers in Canton 10 is verified according to the following criteria: regular attendance of trainings and following the professional literature, periodical attendance of trainings and following the professional literature, continuous absence from trainings and not following the professional literature (Article 11, Book of Rules on Verification, Promotion and CPD of Teachers in Primary and Secondary Schools in Canton 10). The procedure for verification of CPD that a teacher has conducted includes a number of stages. The school principle writes a report on the CPD activities of the teacher, where the teacher is responsible for providing a proven record for his or her CPD for the previous year. The professional pedagogic inspector and the school principle verify the CPD documentation that the teacher provided. If a teacher receives an unsatisfactory grade for their performance, then the teacher should develop a personal development plan in cooperation with the pedagogic advisor and professional bodies of the school in order to improve their performance. The implementation of the plan would be verified at the end of the following year (Book of Rules on Verification, Promotion and CPD of Teachers in Primary and Secondary Schools in Canton 10).

Female 59.0% 95

Male 41.0% 66

Total 161

I am a teacher 95.7% 154

I am a coordinator of practice or an instructor or an organiserof practical education

3.1% 5

I am a head teacher or principal 1.2% 2

Total 161

Hercegovačko-neretvanski kanton 1.2% 2

Sarajevski kanton 0.6% 1

Republika Srpska 98.2% 161

Total 164

Annex D: Tables from the Survey

1.Are you female or male?

2. Which of the following terms best describes your role in school?

3. Which region or province do you work in (BN)?

1

agriculture, veterinary, forestry, fishing 8.0% 13

mining, metallurgy 0.6% 1

construction (e.g. brick laying, plumbing, roofing, carpentry) 0.6% 1

engineering (electrical, mechanical, automobile, civilconstruction, chemical, geodesy)

27.8% 45

manufacturing, production, processing (food, textiles,leather, wood)

5.6% 9

hospitality, tourism, catering, travel, 9.9% 16

business, retail, law, economy, management, administration 35.8% 58

information technology 11.7% 19

logistics, traffic, transportation 5.6% 9

health-related (including medicine), social protection 8.6% 14

beauty, hair, cosmetics 1.9% 3

craftwork, fashion, art, design, film, media and creative 0.6% 1

general subjects, e.g. languages and mathematics, science,social science

2.5% 4

other 1.2% 2

Total 162

Full-time (more than 90% of full-time hours) 92.6% 150

Part-time (50% - 90% full-time hours) 6.2% 10

Part-time (less than 50% of full-time hours) 1.2% 2

Total 162

4. Which of the following broad vocational sectors does your main teaching specialism relate to:If you divide your time between two different specialisms then select two options.

5. What is your current employment status as a teacher?Please consider your employment status for all of your current teaching jobs combined.Please mark one choice.

2

I am formally qualified as teacher 92.0% 149

I am doing teaching practice that leads to formal qualificationas a teacher

4.9% 8

I am not formally qualified as a teacher and not undergoingany teaching practice

0.6% 1

I am formally qualified to work as an instructor or coordinatorof practice

2.5% 4

Total 162

Post-secondary, non-tertiary education 7.6% 10

Short-cycle tertiary education 5.3% 7

Bachelor or equivalent 62.9% 83

Master or equivalent 23.5% 31

Doctoral or equivalent 0.8% 1

Total 132

Yes 73.7% 115

No 26.3% 41

Total 156

6. Are you formally qualified as a teacher or as an instructor or coordinator of practice?Here we understand ‘qualified’ to mean that you are officially licensed which means that you have passed any tests orexams and completed any necessary internship or probation

7. What is the highest level of formal education you have completed?Please mark one choice

8. Did you complete an initial educational or training programme that prepares you to be a teacher or instructor?This programme may have been part of your higher education degree or it may have been a separate programme.Please mark one choice.

3

Permanent employment (an on-going contract with no fixedend-point before the age of retirement)

93.2% 150

Fixed-term contract for a period of more than 1 school year 0.6% 1

Fixed-term contract for a period of 1 school year or less 6.2% 10

Total 161

Yes 53.1% 85

No 46.9% 75

Total 160

Yes 62.8% 96

No 37.3% 57

Total 153

Yes, for all thesubject(s) I teach

Yes, for some of thesubject(s) I teach No Responses

Content of the subject(s) I teach 10171.1%

3625.4%

53.5%

142

Pedagogy (or Didactics) of the subject(s) I teach 4433.1%

3425.6%

5541.4%

133

Classroom practice (practicum, internship or studentteaching) in the subject(s) I teach

6144.5%

4230.7%

3424.8%

137

9. Were the following elements included as part of your formal education or training?This question concerns your initial education and it does not concern in-service training or continuing professionaldevelopment. Please mark one choice in each row.

10. What is your employment status as a teacher at this school?Please mark one choice or ignore if you do not wish to answer

11. I am a member of a trade union.Please mark one choice or ignore if you do not wish to answer

12. I am a member of a professional association for teachersPlease mark one choice or ignore if you do not wish to answer

4

Yes No Responses

I took/take part in an induction programme 10066.2%

5133.8%

151

I took/take part in informal induction activities not part of an induction programme 6452.5%

5847.5%

122

I took/take part in a general and/or administrative introduction to the school 4841.7%

6758.3%

115

Yes No Responses

I presently have an assigned mentor to support me. 75.1%

13194.9%

138

I have served as an assigned mentor of teachers for one month or longer 5438.0%

8862.0%

142

I have received training to support my work as a mentor of teachers 1411.1%

11288.9%

126

13. In your first regular employment as a teacher, did/do you take part in any induction programme?An ‘induction programme’ is defined as a range of structured activities to support your introduction into the teachingprofession, for example peer work with other new teachers, mentoring by experienced teachers, etc.Please mark one choice in each of the following questions:

14. What is your experience of mentoring?This question refers to mentoring by or for teachers at your school. It does not refer to students within teachereducation who are practising as teachers at school.Please mark one choice in each row.

5

Notrainingon thistopic

Training hadno positiveimpact

Smallpositiveimpact

Moderatepositiveimpact

Largepositiveimpact

Don’tknow Responses

Knowledge and understanding in mysubject field (s)

6845.9%

10.7%

1610.8%

3725.0%

2516.9%

10.7%

148

Pedagogical competences in teaching mysubject field(s), including giving feedbackto learners

6141.5%

32.0%

1711.6%

4127.9%

2114.3%

42.7%

147

Knowledge of the curriculum 5338.1%

21.4%

1510.8%

3625.9%

3122.3%

21.4%

139

Student evaluation and assessmentpractices

5237.7%

10.7%

139.4%

3827.5%

3021.7%

42.9%

138

ICT (information and communicationtechnology) skills for teaching

6348.5%

32.3%

129.2%

2519.2%

2317.7%

43.1%

130

Student behaviour and classroommanagement

6649.3%

96.7%

118.2%

2619.4%

2014.9%

21.5%

134

Approaches to individualised learning 6953.1%

43.1%

1410.8%

2116.2%

1813.8%

43.1%

130

Teaching students with special needs 10378.6%

32.3%

43.1%

139.9%

86.1%

00.0%

131

Teaching in a multicultural or multilingualsetting

9774.0%

64.6%

64.6%

1511.5%

64.6%

10.8%

131

Teaching cross-curricular skills (e.g.problem solving, learning-to-learn

8060.2%

32.3%

96.8%

2821.1%

118.3%

21.5%

133

Approaches to developing cross-occupational competencies for futurework (e.g. enterprise skills)

8060.6%

43.0%

96.8%

2015.2%

1612.1%

32.3%

132

New technologies in the workplace 7254.1%

64.5%

96.8%

2418.0%

1410.5%

86.0%

133

Student career guidance and counselling 8666.7%

53.9%

43.1%

2015.5%

107.8%

43.1%

129

Updating my professional knowledge andskills in relation to current practice in theworkplace.

7153.8%

21.5%

96.8%

2821.2%

1511.4%

75.3%

132

15. Did the professional development activities you participated in during the last 12 months cover the followingtopics? If so, what positive impact did these have on your teaching?Select one box for each of the following training topics.

6

Yes No Responses

I received scheduled time for activities that took place during regular working hours at the school 7857.4%

5842.6%

136

I received a salary supplement for activities outside working hours 32.5%

11997.5%

122

I received non-monetary support for activities outside working hours (reduced teaching, days off, studyleave, etc.).

1915.3%

10584.7%

124

Never Sometimes Often Responses

Professional development takes the form of events lasting less than one day 3526.7%

5945.0%

3728.2%

131

Professional development takes the form of events lasting one or two days 6046.2%

6146.9%

96.9%

130

Professional development takes the form of events lasting continuously for three days ormore

8370.9%

3429.1%

00.0%

117

Professional development takes the form of multiple events spread out over severalmonths but focusing on the same topic

10081.3%

1915.4%

43.3%

123

Not in anyactivities

Yes, in someactivities

Yes, in mostactivities

Yes, in allactivities Responses

A group of colleagues from my school 3324.8%

4836.1%

3224.1%

2015.0%

133

Opportunities for active learning methods (notonly listening to a lecturer)

5542.3%

4534.6%

2216.9%

86.2%

130

Collaborative learning activities or research withother teachers

6853.1%

3930.5%

1612.5%

53.9%

128

New technologies, including informationtechnology

6349.2%

3628.1%

1814.1%

118.6%

128

16. For the professional development in which you participated in the last 12 months, did you receive any of thefollowing support?Please mark one choice in each row.

17. How is your professional development organised?

18. Considering the professional development activities you took part in during the last 12 months, to what extent havethey included the following?Please mark one choice in each row.

7

No need atpresent

Low levelof need

Moderatelevel of need

High levelof need Responses

Knowledge and understanding in my subject field (s) 9060.4%

3322.1%

2214.8%

42.7%

149

Pedagogical competencies in teaching my subject field(s),including giving feedback to learners

5436.2%

4630.9%

4026.8%

96.0%

149

Knowledge of the curriculum 9463.9%

3423.1%

149.5%

53.4%

147

Student evaluation and assessment practices 6442.1%

4026.3%

3925.7%

95.9%

152

ICT (information and communication technology) skills forteaching

4832.4%

3423.0%

4933.1%

1711.5%

148

Student behaviour and classroom management 4732.2%

4329.5%

4027.4%

1611.0%

146

Approaches to individualised learning 5035.7%

4330.7%

3625.7%

117.9%

140

Teaching students with special needs 2920.0%

2315.9%

4128.3%

5235.9%

145

Teaching in a multicultural or multilingual setting 5740.1%

2618.3%

3423.9%

2517.6%

142

Teaching cross-curricular skills (e.g. problem solving,learning-to-learn)

4229.0%

3926.9%

5739.3%

74.8%

145

Approaches to developing cross-occupational competenciesfor future work (e.g. enterprise skills)

2920.0%

4531.0%

5638.6%

1510.3%

145

New technologies in the workplace 3120.9%

3423.0%

5134.5%

3221.6%

148

Student career guidance and counselling 3423.9%

3524.6%

4934.5%

2416.9%

142

Updating my professional knowledge and skills in relation tocurrent practice in the workplace.

3926.4%

4329.1%

4631.1%

2013.5%

148

19. For each of the areas listed below, please indicate the degree to which you currently need professionaldevelopment.Please mark one choice in each row.

8

Iagree

Idisagree

Idon'tknow Responses

It is mainly my responsibility to identify my own professional development needs and to findsuitable training

8658.9%

2919.9%

3121.2%

146

My school (employer) helps me to identify my professional development needs and to findsuitable training

7854.5%

4028.0%

2517.5%

143

There is a well-defined process for assessing my training needs and then providing suitabletraining, for example, through an annual professional development plan

6344.1%

4732.9%

3323.1%

143

Stronglydisagree Disagree Agree

Stronglyagree Responses

I do not have the pre-requisites (e.g. qualifications, experience,seniority)

7350.3%

6242.8%

96.2%

10.7%

145

Professional development is too expensive / unaffordable. 2316.0%

6645.8%

4833.3%

74.9%

144

There is a lack of support from my employer (school) 3322.8%

7551.7%

2920.0%

85.5%

145

Professional development conflicts with my work schedule 2920.7%

7251.4%

3122.1%

85.7%

140

I do not have time because of family or personal responsibilities 4732.4%

7954.5%

149.7%

53.4%

145

There is no relevant professional development offered 96.2%

3725.5%

6947.6%

3020.7%

145

There are no incentives for participating in such activities 138.8%

4027.0%

5839.2%

3725.0%

148

20. Whose responsibility is it to identify your professional development needs and to find suitable training?

21. How strongly do you agree or disagree that the following present barriers to your participation in professionaldevelopment?Please mark one choice in each row.

9

Externalindividualsor bodies

Schoolprincipal orschoolmanagers

Assignedmentor

Otherteachers

I have neverreceived thisfeedback in thisschool Responses

Feedback following direct observation ofyour classroom teaching

1610.5%

12783.6%

2013.2%

85.3%

63.9%

152

Feedback from student surveys aboutyour teaching

85.9%

6044.1%

53.7%

128.8%

5540.4%

136

Feedback following an assessment ofyour content knowledge

2114.6%

7552.1%

128.3%

74.9%

3826.4%

144

Feedback following an analysis of yourstudents’ test scores

1812.7%

5236.6%

96.3%

2215.5%

4632.4%

142

Feedback following self- assessment ofyour work (e.g. you present of a portfolioof your planning work)

43.1%

4837.5%

97.0%

1914.8%

5139.8%

128

Feedback following surveys ordiscussions with parents or guardians

118.3%

5642.1%

32.3%

2115.8%

4936.8%

133

22. In this school, who uses the following methods to provide feedback to you?‘External individuals or bodies’ as used below refer to, for example, inspectors, municipality representatives, or otherpersons from outside the school.Please mark as many choices as appropriate in each row.

10

Nopositivechange

A smallchange

Amoderatechange

A largechange

Don’tknow Responses

Your public recognition from the principal and/or yourcolleagues

97.2%

2116.8%

4435.2%

3024.0%

2116.8%

125

Your role in school development initiatives (e.g. curriculumdevelopment group, development of school objectives)

1915.7%

2319.0%

4133.9%

1310.7%

2520.7%

121

Likelihood of your career advancement (e.g. promotion) 4536.9%

2016.4%

1613.1%

1310.7%

2823.0%

122

The amount or type of professional development (in-servicetraining) you undertake

4336.4%

2521.2%

2218.6%

75.9%

2117.8%

118

Your job responsibilities at this school 3528.7%

2722.1%

2520.5%

1713.9%

1814.8%

122

Your confidence as a teacher 108.1%

2318.7%

4435.8%

3629.3%

108.1%

123

Your salary and/or financial bonus 8773.7%

108.5%

97.6%

32.5%

97.6%

118

Your classroom management practices 3327.0%

3327.0%

2419.7%

2016.4%

129.8%

122

Your knowledge and understanding of your main subjectfield(s)

2520.7%

2924.0%

3226.4%

2621.5%

97.4%

121

Your teaching practices 1512.5%

3831.7%

3630.0%

2218.3%

97.5%

120

Your methods for teaching students with special needs 4337.1%

2521.6%

1311.2%

108.6%

2521.6%

116

Your use of student assessments to improve student learning 1613.4%

3731.1%

3630.3%

2117.6%

97.6%

119

Your job satisfaction 1411.5%

2621.3%

4032.8%

3528.7%

75.7%

122

Your motivation 1512.4%

2621.5%

3831.4%

3327.3%

97.4%

121

23. Concerning the feedback you have received at this school, to what extent has it directly led to a positive change inany of the following?

11

Stronglydisagree Disagree Agree

Stronglyagree Responses

The best performing teachers in this school receive the greatestrecognition (e.g. rewards, additional training or responsibilities).

3725.9%

5437.8%

4632.2%

64.2%

143

Teacher appraisal and feedback have little impact upon the way teachersteach in the classroom.

2114.9%

5740.4%

5639.7%

75.0%

141

Teacher appraisal and feedback are largely done to fulfil administrativerequirements.

1913.8%

4431.9%

6244.9%

139.4%

138

A development or training plan is established for teachers to improve theirwork as a teacher.

2720.1%

4130.6%

5541.0%

118.2%

134

Feedback is provided to teachers based on a thorough assessment oftheir teaching.

139.2%

4834.0%

6747.5%

139.2%

141

If a teacher is consistently under-performing, he/she would be dismissed. 3728.2%

5239.7%

3123.7%

118.4%

131

Measures to remedy any weaknesses in teaching are discussed with theteacher.

139.0%

2013.8%

9263.4%

2013.8%

145

A mentor is appointed to help the teacher improve his/her teaching. 107.2%

1611.5%

8057.6%

3323.7%

139

24. We would now like to ask you about teacher appraisal, feedback and professional development in your schoolmore generally. How strongly do you agree or disagree with the following statements about this school?Here, ‘appraisal’ is defined as review of teachers’ work. This appraisal can be conducted in a range of ways from amore formal approach (e.g. as part of a formal performance management system, involving set procedures and criteria)to a more informal approach (e.g. through informal discussions).When a statement does not apply in your context, please omit the item. Please mark one choice in each row.

12