state of teacher education in the asia-pacific · pdf filestatus of teacher education in the...

Status of Teacher Education in the

Asia-Pacific Region Prepared by

International Reading Association 2008

Table of Contents

Acknowledgements ....................................................................................................................2 Executive Summary ....................................................................................................................3 Methodology................................................................................................................................9 AFGHANISTAN ..........................................................................................................................11 AUSTRALIA ...............................................................................................................................16 BANGLADESH...........................................................................................................................23 BHUTAN .....................................................................................................................................28 CAMBODIA ................................................................................................................................31 CHINA.........................................................................................................................................38 INDIA ..........................................................................................................................................47 INDONESIA ................................................................................................................................54 IRAN ...........................................................................................................................................57 JAPAN ........................................................................................................................................60 KAZAKHSTAN ...........................................................................................................................66 KYRGYZSTAN ...........................................................................................................................68 LAO PDR ....................................................................................................................................72 MALAYSIA .................................................................................................................................77 MONGOLIA ................................................................................................................................83 NEPAL ........................................................................................................................................87 NEW ZEALAND .........................................................................................................................91 PAKISTAN..................................................................................................................................95 REPUBLIC OF KOREA..............................................................................................................98 SINGAPORE ............................................................................................................................103 SRI LANKA ..............................................................................................................................115 THAILAND................................................................................................................................118 TIMOR LESTE ..........................................................................................................................122 TURKEY ...................................................................................................................................128 VIETNAM ..................................................................................................................................135 Appendix..................................................................................................................................139

State of Teacher Education in the Asia-Pacific Region 1

Acknowledgements

This report was compiled by the generous contributions of a regional network of education professionals. Members of the International Reading Association volunteered to collect data regarding the status of teacher education in his or her country. Each reporter’s name and the country in which she or he resides is listed below. The data collection process was facilitated by two regional coordinators. Grant Webb coordinated the data collection for the Pacific Region and Uthai Piromruen coordinated the process for the Asia Region. Country reports were edited and formatted by Christina van Kraayenoord and Holly Chen in Australia. Janeen Haase and Sakil Malik were responsible for writing some country reports as well as the final editing of this document in Washington. Alexandra Orsini and Elizabeth Ndungu also contributed significantly to write some of the country reports. I hope that this report and the network of dedicated education professionals who created it will be of great service to promoting the professional development of the education workforce in the Asia-Pacific region. Australia Grant Webb

Mongolia Baasanjav Jamsran

Bangladesh Nafizuddin Khan

Nepal Soni Karmacharya

China Xiaoping Wang, Song Jie, Cui Linlin, Qu Chunhong, Zhao Qinling

New Zealand Wendy Carrs

Indonesia Marnix Riupassa

Pakistan Dr. Aslam Adib

Kazakhstan Sapargul Mirseitova

Singapore NG Chiew Hong

Malaysia Dr. Ambigapathy Pandian

Thailand Uthai Piromruen


Executive Summary The present study was undertaken to provide information regarding the current status of the structures, policies, procedures, and practices of teacher education in the Asia-Pacific region. In so doing, the data presented in this report offer insight into national issues, traditions, and visions for the future. This data should be of use to researchers and program developers looking for a sense of the national context and the nature of the infrastructures empowered to address these issues. The data also offer intriguing trends when comparing across national boundaries. These trends are critical in understanding how each nation configures within the extraordinarily broad and diverse geo-political Asia Pacific region. To be sure, there are considerable similarities among nations when it comes to becoming a teacher and the institutions that are legally and practically managing this process. For example,

• Central Education Authorities: Each country reported in this study maintains at least some form of central, national ministry for education. These education ministries tend to be linked with additional areas such as health, youth, sports, and culture although the synergy of these hybrid ministries is not always apparent. Countries differ in terms of the capacity of central authorities to directly influence innovation in the recruitment, preparation, and retention of teachers.

• Teacher Education Institutions: Each country has an established network of public (government-funded) and private teacher training institutions. The nature of these institutions vary within and across countries in terms of the quality of faculties, facilities, and the specific nature of their programs.

• Importance of Teacher Education: Across all countries represented in this report, the quality of the education workforce appears clearly tied to improving education outcomes, thus making teacher education a strategic priority for each country. However, within the region there is great diversity in what is meant by qualified teachers.

• Specific Programs for Teacher Education: All countries contributing data reported having specific programs for preparing new teachers. In some countries, these were four year university degree programs. Other countries are aiming to insure that all teachers complete a two year program beyond secondary education (10+2). In almost all countries, programs for in-service education were considerably more ad hoc and irregular.

• Teacher Education is Dynamic, not Static: Each country reported in this study reflected a sense of urgency to modify teacher education as a means of implementing new curriculum (pupil performance) goals. In other words, the task confronting teacher education institutions is not simply to prepare more teachers but to prepare radically new types of teachers. This may be generalized as the replacement of fact-driven, rote learning by performance goals that favor critical thinking, problem-solving, entrepreneurship, information technologies, and multilingualism. The shift away from rote learning, the pressing need to cultivate more widespread human capacity. And the need to prepare a citizenry able to compete in the global economy are demanding radically new types of teachers and teacher education structures. The impetus to create a new kind of teacher, more often than not is taking place as the teachers move from being just civil service employees to becoming service professionals.


The similarities noted above suggest there is much common ground within the Asian Pacific region. At the same time, the diversity within these various categories also suggests that there is much educators within the region can learn from each other. It may be that future research and interventions will be used to address these areas of commonality and provide or strengthen venues and platforms for the establishment of mechanisms for education policymakers and teacher educators to communicating within the region. Noticeably, reference to regional mechanisms (e.g., professional associations, conferences, publications, databases, web sites, etc) were missing in the data reported in this study. If such multinational/regional associations exist, they were not perceived to play a significant role in shaping teacher education policies at the national level. The data in this study also point up a number of interesting issues. Issues expressed in terms of teacher education can also reflect larger education policy concerns within each country. It is worth highlighting a few of these trend issues here. It is beyond the scope of this study and this report to provide detailed information on each of these countries and the various priorities each country is confronting in the immediate future. Hopefully the trends and issues represented in this report can serve to stimulate further national and regional research on teacher education in the Asia-Pacific region.

• The Fragmentation of the Teacher Education Infrastructure: Each country reported an elaborate scheme for the preparation of professional teaching workforce. These schemes included various agencies and bureaus in the central government such as ministries of education, national institutes for education, curriculum institutes, and national institutes for higher education. The situation for in-service providers is even more fragmented with responsibility dispersed amongst regional service providers, private NGOs, teacher resource centers, universities and other teacher education institutions. This fragmentation would seem to raise considerable challenge to the process of introducing and managing a significant reform of the teaching workforce. Moreover, the fragmentation between pre-service and in-service providers may mean that university faculty have minimal or no interaction with practitioners while in-service teacher resource centers may be cut off from access to current research and professional development funds. These relationships can become increasingly problematic and pivotal as education systems trend away from centralized control. The data suggests national or regional studies exploring the inter-relationships of these various contributors to teacher education would be informative and useful in understanding how to better facilitate quality improvement initiatives.

• Capacity of Curriculum Agencies: The data reflected that shifts in educational objectives (whether to educate more children, to accommodate linguistic diversity, to provide new cognitive and technical competencies) are putting pressure on existing or traditional processes and practices of becoming a teacher. That is, the shifts in teacher education are being driven by new curricular objectives for pupil performance. This would seem to make the nation’s central curriculum agency the strategic entry point for articulating and realizing new visions for a quality teaching workforce. These bureaus of curriculum development are typically charged with designing curriculum for pupils and as a consequence for developing curricula for teacher education. The reality seems that countries within the Asia-Pacific region differ widely in terms of the capacity of curriculum developers. To the extent that central bureaus of curriculum lack sufficient capacity to manage changes in teacher education and retention future innovations in instruction, assessment, and the


development of effective instructional materials will be introduced by foreign experts. Can curriculum bureaus in the economically developing countries become more than the consumers of imported expertise? Future research needs to be done to define the key intellectual, interpersonal, and managerial competencies of effective curriculum developers and then to create national or regional professional institutes for the development of these capacities.

• Deployment of Teachers: Nearly all countries reporting data in this study identified problems with the deployment of qualified teachers and the problem of insuring uniform access to qualified teachers. In some countries, there was great disparity in quality between rural and urban teachers. But disparities also exist in the access to both male and female teachers (some countries report too few females, others report too few males), disparities among teachers competent in languages that match their students’, or in some countries competence in the national language of instruction. Central education ministries use a variety of schemes from forced deployment, teacher rotations, and wage differentials to address the disparity in access, but conditions remain critical. In some countries inability of central governments to provide quality education have given rise to significant systems of private education. Such private systems are outside the governance of public education authorities, and may eventually exacerbate the disparity in education services.

• Lack of Meaningful Standards and/or the Ability to Enforce Them: The countries reporting data generally expressed minimal standards applied to the education process in general and to the preparation of teachers in particular. For teacher education institutions (universities, teacher education colleges, or in-service providers) that means there are no standards for the qualifications of teacher educators nor any sort of rigorous accreditation procedure to insure quality inputs in teacher education. Teacher education institutions differ widely in terms of the qualifications of their own faculty members, physical plants, and access to reliable sources of electricity, connectivity, library facilities, and so forth. For teachers, the lack of standards (including a rigorous assessment of pre-service teacher graduates) suggests great variability in the quality of the teaching workforce. At present standards appear to be expressed only in terms of number of years of preparation. Although it is beyond the scope of this study, future research may inquire whether public and private primary and secondary schools are accredited using any sort of national standards. Within the Asia Pacific region a few countries have developed standards for novice and veteran teachers and accreditation for teacher education institutions. As nations within the Asia-Pacific region work to develop, articulate or simply strengthen existing standards they might look to their neighbors for effective models. Furthermore, it might be worthwhile to stimulate a regional discussion of standards. Such a regional policy may have important implications for insuring high education quality within the region and an overall rise in the productivity of teachers and learners.

• Retention of Qualified Teachers: In many of the countries reporting data for this study, teaching remains a low paying and low prestige occupation. At the same time, teachers receive few monetary or motivational incentives to remain in the workforce. Teacher attrition and difficulties attracting new teachers remain significant problems, but there seems to be a lack of creative thinking to approach this issue. Given the overwhelming trend across countries to recruit new teachers, few countries seemed to have well-articulated plans for retaining teachers who have been trained and shown to be effective in promoting student learning. Since quality teacher education is a time consuming and costly enterprise, national ministries in developing economies especially might be wise to develop such plans to retain veteran teachers


or to help qualified individuals re-enter the teaching workforce after leaving to raise a family or to try a different career. Other countries reported concern about a “graying” teaching workforce and problems associated with recruiting new teacher candidates. Such concerns underscore the fact that teacher education cannot be simply a numbers game.

• Diversification in the Teacher Education Workforce: The data reflects a teacher education process whose outcome is generally less diverse than the realities of the classroom demand. Teacher education “specialists” are typically expressed as either primary or secondary school teachers. Within secondary school teachers there may be further sub-specialists by subject or content area. The teacher education programs seem designed to prepare only classroom teachers. And yet a quality education workforce may have a range of professionals including paraprofessionals, master teachers, mentors, teacher coaches, and clinical faculty. How can the processes of teacher education prepare such a diverse education workforce? This issue would seem especially pertinent to in-service teacher education. As infrequent as it appears to be, in-service teacher education typically serves a remedial function. It tries to provide compensatory technical skills teachers lack. While in-service should be used to introduce new concepts and techniques, it seems that teacher education does not adequately use in-service programs as a means of expanding the capacities of qualified teachers, providing techniques such as action research, diagnostic pedagogy, or peer mentoring that would not only enhance teachers’ individual capacity and enrich their productivity but also enable them to contribute to the education program in substantively different ways. Further study appears warranted to understand how such individuals are prepared and what their role is in the education workforce.

• Inclusive Education: The preparation of teachers to address the needs of students with cognitive learning disabilities, linguistic difference, emotional problems, and physical challenges is either minimally addressed or entirely omitted. Some countries do not consider such special needs students as part of the general education framework and thus provide teachers with no background knowledge or effective strategies for diversifying instruction. Others operate separate education systems and thus different teacher education systems for special educators. A third option is to provide teachers with specific pedagogy for creating inclusive classrooms. Further research at the regional and national level is warranted in this area of how special needs are defined and how teachers are prepared to provide for the effective education of all learners.

• Low-Priority for Pre-School Teachers and Adult Education Specialists: In many of the countries pre-primary teachers were not considered in the teacher education scheme. Despite the overwhelming research that suggests that effective pre-primary education is an essential component of quality education attention of many education ministries within the region do not give this level of education the same degree of urgency that it gives to primary and secondary education. Further study is needed to understand how programs and standards for pre-primary teachers are articulated and incorporated with the framework of primary and secondary education. Oddly, this same phenomena is repeated for nonformal education facilitators. For a region with an extraordinarily high number of illiterate out of school adolescents and adults, the training of teachers for nonformal education does not seem to be incorporated in the general education frameworks of many of the countries reporting data.

• Education Vision: The data point out considerable diversity in the overall expectations of the education system. In countries such as Japan, there appears to


be an expectation that students will complete primary and secondary education and that there will be a competitive demand for tertiary education as well. This contrasts with developing countries simply attempting to meet the goal of universal primary education. This expectation of education outcomes may have important implications for the preparation of teachers. Where education goals extend beyond primary education there may be greater communication between institutions and faculty at every level. That is, pre-primary educators will need to communicate with primary school teachers to organize programs that will insure their students receive critical foundations for successful learning at the primary level; primary educators will need to communicate with secondary educators to organize their pedagogy and content to ensure their students’ successful transition to secondary education and secondary educators will be influenced by tertiary institutions as they organize their pedagogy and content to insure their students make a successful transition to tertiary education. On top of this, it will be important to understand what sorts of expectations parents and learners have regarding their vision of education. Tools such as developmental curricula, periodic standardized assessments, and curriculum alignment, and vibrant parent-teacher associations may help facilitate the articulation and realization of such education visions. Further study might be warranted to better understand how these visions relate to teacher education and teacher competencies.

• The Role of Professional Associations: By omission the data in this report imply that in most countries of the Asia-Pacific region professional associations and civil society groups do not play a significant role in teacher education. Some such organizations were identified but it remains unclear what their role is and how they contribute directly or indirectly to improving the quality of the education workforce. Teacher Unions, professional networks, and parent-teacher organizations can be effective in identifying specific needs, promoting national priorities, articulating professional standards and enforcing codes of ethical conduct, even directly providing in-service professional development. By the same token it remains to be seen how multinational and regional professional associations can work together to create and promote shared expertise, values, and practice. Whether these potential resources presently exist and if so whether they are working in harmony with national education ministries or whether they are barriers to quality improvement and innovation, or whether they are simply impotent would seem to warrant further research.

• The Contribution of Research on Teaching: The data do not reflect a significant contribution of national or regional research on teacher education. Many ministries of education refer to a national education institute but it is not clear how these institutes operate in conjunction with teacher education. Countries within the Asia-Pacific region differ considerably in their access to local research institutions. Some countries have elaborate networks of research institutions but it remains unclear whether these institutions have any direct link either to teacher education or to actually classroom practice or if their focus is more academic, theoretical or political. Countries such as Australia, New Zealand, and Singapore are notable exceptions in that their research institutions seem to have a direct impact on informing government policy and practice. Other countries have yet to develop strong traditions of pedagogical research that aim to contribute research bases for practical innovations. Along the same lines, the nature and practice of teacher-as- researcher appears to be an emerging concept. One suspects that a great deal of practical knowledge about effective teaching is being lost either because teachers lack technical preparation as researchers or because traditional status systems discount teacher knowledge and teacher research. Further study is warranted on current incentives


(or dis-incentives) for conducting teacher research and the vibrancy of teacher research in general.

• Private versus Public Education: Private education exists in each of the countries in the study. In some countries such those in South Asia, private education is reaching the status of an alternative system to government –funded public education. Although private education has an important role to play, especially in providing specific education programs (e.g. language programs, religious and ethnic orientation, etc) tailored to the needs of specific communities, private schools are often not required to follow government policies, especially in terms of standards for teachers. A challenge for national ministries of education will be to find ways to include the private education sector in the discussion of improving teacher quality.

• Impact of Post-Colonialism: Many of the countries in the Asia-Pacific have established new government systems within the last 50 or 60 years. Some countries such as Timor Leste are considerable newer. A significant number of countries within the region were at one time (and not so distant) colonies of Great Britain, France, Portugal, Russia, or the United States. To a large extent the models for teacher education continue to reflect the institutions and values of the former colonial regimes. As the countries of the region move into the 21st century the challenge will be to define an Asian-Pacific approach to education and to the type of teacher needed to provide that instruction.

The country reports that follow provide background and context to these emerging trends, issues, and dilemmas in teacher education. The present study should be helpful to researchers and program developers interested in further exploring the status of teacher education both at a national level and at a regional level. Much of what was unsaid is also of value. It might be the case that the country-level reporter failed to identify a particular issue or to supply a response appropriate to one of the survey prompts. Either way, the lack of data in some of these country reports suggest that an issue that is paramount in one country is of little concern to another, and that an institution or process perceived to be contributing significantly to teacher education in one country is not perceived as vibrant in another. Further research should build on this baseline study to seek explanations for this diversity in perception and reality. Finally, information is lacking from a number of countries within the Asia-Pacific region. For roughly one-third of the countries data and informants were simply unavailable. Education ministries in these countries did not provide web sites or other documentation. This “finding” suggests the need to explore the professional networks that operate in the Asia-Pacific region or those national and regional information networks that need strengthening. Hopefully this report will stimulate the collection of “missing” data and more importantly stimulate the development of national and regional data collection networks. The Asia-Pacific region has shown itself to be a remarkable source of economic energy, entrepreneurship, and financial prowess. Much of this recent progress is owed to national investments in developing human capacity. It seems logical that the best way of insuring a steady supply of competent and productive citizens is to insure that they have access to a teaching workforce of the highest quality. This study suggests that uniformly across the region, ministries of education realize the connection between teacher quality and learning outcomes. This relationship is articulated in their national education policies. What remains to be seen is how well these governments build on the local expertise, national and regional institutions to realize this vision.


Methodology

This multinational study was initiated in response to a request from the UNESCO regional headquarters in Bangkok, Thailand for the purpose of collecting information regarding the processes and institutions connected with pre-service and in-service teacher education in the countries of the Asia and Pacific region. The information in this report is intended to provide insights and entry points for sustainable, capacity building programs to enhance the quality of the education workforce (primary, secondary, and tertiary) in the region. This report was compiled from data collected through a combination of local informants, reporters, and a review of documents. We believe the data to be reliable and accurate as of the time of this publication. We began the process of data collection by developing a questionnaire consisting of various prompts intended to highlight national trends and issues as well as to sketch out the national infrastructure of teacher education and qualification. The outline for the questionnaire was submitted to the UNESCO-Bangkok for approval. The questionnaire was revised based on feedback received from the UNESCO Education Specialist in charge of this study. A format for reporting data was submitted and developed in the same process. The questionnaire was then tested with field reporters in Pakistan, Thailand, Malaysia, and Bangladesh. Draft reports from these initial test countries were then submitted to the Education Specialist at UNESCO-Bangkok for feedback. Based on response from UNESCO and from the field test, the questionnaire and the reporting format were then revised again. Draft reports for the four pilot countries were then revised by field reporters and again submitted to the Education Specialist at UNESCO for approval. Finalized reports were used as exemplars for the remaining country reporters. Regional coordinators from the International Reading Association in Asia and Oceania then identified teacher education experts within their regions. For the most part these were members of the International Reading Association or a member of one of the national reading associations affiliated with IRA. Reporters were given a blank survey questionnaire and a set of exemplary country reports as models. The reporters were well suited and qualified for this data collection. Each reporter was a native resident of the country in which he or she reported. Reporters were generally members of the teacher education infrastructure as faculty or administrators of teacher education institutions or representatives of the national education ministries. Reporters prepared initial drafts following the survey outline. Because almost all of the reporters were writing in their second or third language, these drafts were then copyedited for grammar and clarity. Copyedited drafts were then submitted to the Education Specialist at UNESCO –Bangkok for review and feedback. These drafts were then sent back to the country reporters with detailed comments. Final revised drafts were then collected and copyedited once again and collated. In addition to data collection via local informants, we relied on a review of official strategic planning documents, organograms, and other reports mainly obtained from internet web sites. These were typically government sites such as national ministries of education or reports from multinational agencies operating in these countries. Data obtained from document reviews are noted with appropriate citations.


In circumstances where we were unable to obtain data for specific segments of the questionnaire, this section was omitted from the country report. Finally, and most regrettably, we were unable to obtain any reliable data about the status of teacher education in some countries within the Asia Pacific Region either because we could not identify a reliable reporter or because we could not obtain current documents for review. The paucity of data about teacher education in some countries is in itself not a shortcoming of the study but one of the major findings of the report. If opportunity arises, IRA can facilitate a long term data collection process for the countries where the data is not available, specially the Pacific island nations. If opportunity arises, IRA can facilitate a long term data collection process for the countries where the data is not available, specially the pacific island.


AFGHANISTAN

Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges The National Education Strategic Plan (NESP) 2006-2010 indicates what the education system of Afghanistan should look like in the future. It represents the ambitions and aspirations of the people of Afghanistan, their government and the Ministry of Education for a knowledge-based, secure society, guided by the principles and values of Islam, with a strong national identity, actively engaged with the rest of the world and the main national education stakeholders. It is our assessment of what is required to meet the ambitious benchmarks in education set for achievement by 2010 in the Afghanistan Compact, agreed between the government and the international community in 2006. Achieving these targets will set us on our way to achieving our Millennium Development Goal for Education by 2020.

Overall goal: To build a national cadre of qualified primary and secondary school teachers to improve the learning achievements of all primary and secondary school students. The majority of teachers throughout the country do not meet the official requirements to be teachers, and the lack of quality teacher training has resulted in poor instructional quality in the classrooms of Afghanistan. Pre-service training is fractured and outdated. In addition, subject specialists are not encouraged to consider teaching, and recent short-term in-service training interventions have had limited impact. Possibly half the teachers currently employed would not be able to pass the examinations that are given to their students. The low level of teacher salaries is another major problem in attracting and retaining qualified teachers in the education system. The average teacher’s salary is $74 per month although this is expected to increase as part of the implementation of general public administration reforms. Some additional incentives to attract qualified teachers, particularly women, or to relocate them to areas where there is a shortage of teachers will also be considered.

Overall strategy Over the next five years, the foundation of a teacher education structure will be developed with pre-service teacher training facilities established in every province and linked to district Teacher Resource Centers that will provide in-service teacher training to teachers in government or other schools. Distance education strategies will be explored to augment these fixed facilities. The Ministry is committed to providing upgrading opportunities for teachers, and training and technical assistance for school principals, administrators and other staff whose role is to support teachers. One incentive scheme being considered is the establishment of special housing for teachers in order to attract women to the teaching profession, and to increase the number of qualified male and female teachers in the rural and underserved areas of the country. Incentives to encourage well-qualified Afghan teachers in Iran and Pakistan to return to Afghanistan and to become teachers in their home country may also be considered.

Framework: Education framework, vision, and policies National Education Strategic Plan for Afghanistan 2006-2010

Highlights Objectives


Ensure that 70 percent of primary and secondary teachers pass a nationally-administered teacher competency test by the end of 2010, and increase the number of female primary and secondary teachers by 50 percent by 2010. Develop national pre-service and in-service teacher training programs that are based on national teacher competencies by the end of 2006. Establish a national teacher qualification and registration system and a competitive and transparent recruitment system by the end of 2006. Operationalize 34 teacher training colleges with boarding facilities by the end of 2006, and establish 364 Teacher Resource Centers (one in each district) by 2010. Train and deploy 2,184 teacher educators by 2010 to the newly established Teacher Resource Centers to provide ongoing in-service training and teacher support. Develop a set of distance learning teacher training modules by the end of 2007 that target rural and hard-to-reach primary school teachers. Priority program components To address these objectives, the teacher education program will consist of the following components:

• Construction and upgrading of teacher training facilities • Pre-service teacher training • In-service teacher training • Distance education • Education administration • Research and standards

Teacher Education Institutions:

Construction and upgrading of teacher training facilities Targets: By 2006, construct and equip 18 Teacher Training Colleges, including facilities for audio-visual and internet linkups. By 2010, construct and equip 364 district level Teacher Resource Centers (19 of the 364 TRCs will be multi-purpose buildings, which will also be used by CLC and District Office Administration). By the end of 2006, establish a National Teacher Training Institute. At the central level the Ministry will establish a national Teacher Training Institute (TTI). Its focus will be on training trainers for the provincial Teacher Training Colleges (TTCs) rather than training teachers directly. It will also provide guidance for all provincial TTCs and will be equipped with audio-visual and internet facilities. The Teacher Training Institute will be linked to Sayed Jamaluddin College and Kabul University of Education. Linked to the TTI will be 34 provincially based Teacher Training Colleges (TTCs). The Ministry plans to construct new facilities where none exist as well as to bring all existing TTCs to a national standard agreed by the Ministry. The TTCs will provide the main support for pre-service teacher training for pre-primary to grade 9. Each TTC will be equipped with a library, administrative buildings, training centers, science laboratories, internet, video conferencing facilities and audio-visual and radio equipment. The network of TTCs will also utilize the local school system to increase the practice teaching component of the curriculum. Boarding facilities to accommodate an average of 200 students (100 male and 100 female) will also be constructed. The third level of the Ministry of Education’s teacher training structure will be the district level Teacher Resource Centers (TRCs). These centers will focus on providing in-service teacher training to existing teachers.


They will be small facilities that will be used as a training center, as well as a base for the district level trainers. A standard design for the TRCs is being developed by the Ministry. The TRCs will provide the main face-to-face training program to ensure that all teachers across the country are brought up to a satisfactory standard as defined through the eight teacher standards and the national teacher competency assessment, which will be developed by the Ministry in the next 12 months. The Ministry’s approach will be to ‘bring the training to the teacher’. Teacher Education Curricula (i.e. content of TE programs): Prerequisites: Pre-service teacher education system entrance requirements: Targets: By the end of 2006, develop a new pre-service curriculum framework and syllabi for all grade 1-9 teachers and write accompanying textbooks and other instructional materials. By the end of 2006, develop a new pre-service curriculum framework and syllabi for special education, pre-school and Islamic education teachers. By 2010, educate 17,000 new teachers; at least 40 percent of whom will be women. By the end of 2007, provide 4,500 trainers with one year of intensive training in subject and grade specific areas. A new pre-service teacher education curriculum will be developed that is linked to the new primary education curriculum textbooks and is grade specific. It will also incorporate elements of modern pedagogical methods and issues related to human rights, HIV/AIDS, narcotics and environment protection. In addition, the curriculum will address the role of the teacher in the community and address some of the key teacher attitudes that are essential for becoming a good quality teacher. The curriculum will be competency-based in order to prepare teachers for the nationally administered teacher competency test. The pre-service teacher training programs will be conducted out of the TTCs. Teacher educators will participate in an initial intensive training program focused on subject and grade specific areas. The curriculum will be delivered through face-to-face training but will also require practice teaching time where teachers will have the opportunity to apply their newly learned knowledge. Training materials will be a combination of printed materials, audio-visual and web-based resources. The training will be a combination of theory and practice. The pre-service teacher training curriculum for grade 1-9 teachers will be developed using a phased approach and will build upon the eight teacher standards that have been developed by the Teacher Education Department and good practice examples from the region. Once the framework has been agreed, the Teacher Education Department will work with a team of staff to develop the syllabi for each subject and assessment unit and will work closely with the curriculum development team in the Ministry as well as with the Islamic Education Department and with the special education and pre-school sections of General Education. Following the development of the syllabi, the Ministry will assemble several teams to develop the teaching materials, which will include print, radio, TV and web-based materials. All training materials will be complemented with teacher training guides. In-service teacher training Targets: By 2010, 140,000 teachers will have participated in in-service teacher training programs. By 2010, 70 percent of all teachers will successfully pass the national teacher competency test. By 2010, 2,200 teacher educators will be trained. There are currently almost 140,000 teachers in the general schools in Afghanistan and more in the private sector. Few of these teachers have the necessary teaching skills and subject-based knowledge to teach effectively. Based on the competencies of the pre-service curriculum that


will be developed by the Ministry and building on the materials already developed through the Teacher Education Program, the Ministry will develop a set of in-service teacher training modules. These modules will respond to the specific training requirements of teachers in terms of both pedagogy and subject knowledge. In addition, issues related to human rights, HIV/AIDS, narcotics and environment protection will also be incorporated into the curriculum and syllabi. The in-service material will be rigorously field-tested prior to finalization. The in-service training programs will be facilitated by teacher educators, but will be led by teachers themselves, based on practical classroom experience. District level teacher educators will be trained at the TTCs and selected based on the recommendations of the trainers in the TTCs. Teacher educators will undergo a six-month training program at their provincial TTC prior to deployment to their districts. Distance education strategies will also be incorporated into the delivery strategy. Distance education Targets: Develop a comprehensive plan and materials for a multimedia in-service distance learning program for teachers. Establish certification and accreditation criteria for teachers completing programs. Produce multimedia education materials. Monitor and evaluate the program upon implementation. Distance learning is a logical vehicle to deliver educational services to institutions, communities and households across the country as a means of reducing the problems associated with inadequate facilities and cultural inhibitors to girls’ education in particular. It may also be a useful alternative in rural and remote areas where there is a shortage of trained teachers. Distance education is not a cheap substitute for face-to-face student-teacher interaction. It may well be, however, an important and effective way of directing the new curriculum to remote or other under-served areas as an adjunct to traditional school based delivery. It can also be used as a component of teachers’ in-service and possibly pre-service training. The Ministry intends, with the support of the international community, to explore options for using its existing broadcast capacity and cost effectively using the Ministry’s current and potential assets in this field. The teacher education packages already developed for face-to-face training will be converted into audiovisual materials for widespread dissemination through the media. A comprehensive plan and materials for a multimedia in-service distance learning program will also be developed. Teachers who attend and complete the program will be issued certificates. The teacher education department will work closely with educational radio/television to develop audio-visual materials. Programs will be monitored upon implementation. Education administration Targets: Develop administration competency framework by 2006. By 2010, 21,000 school principals and headmasters will be trained on issues of effective school management. By 2010, 4,000 educational managers will have participated in short-term workshops or received scholarships to improve their management skills. To perform their jobs properly, the key personnel of the Teacher Education Department, TTI, TTCs and experimental schools need to acquire the basic skills of management, monitoring and evaluation in order to improve the quality of education in their respective organizations. To meet this objective, regular refresher workshops and short- or long-term scholarships will be provided on an annual basis. Management and administration training for headmasters and principals will also be conducted to improve school management and administration.


Standards (Licensing of Teachers – Initial and Continuing): Targets: Develop standards for admission, enrollment and graduation. Develop a teacher credentialing system by 2007. Develop a monitoring and evaluation system for TTCs and TRCs as well as for teacher training that is conducted in the private sector by 2006. The teacher registration and assessment efforts that are being conducted by the Ministry (see also the Priority Program on Education Administration Reform and Development) will lay the foundations for developing a teacher credentialing system that will in turn establish teacher pay and grading levels. This credentialing system will enable unqualified teachers who participate in specified in-service training courses to become accredited. The development of a strong monitoring and evaluation system to ensure that the teacher training and professional development program is well targeted and effective will also be critical. The monitoring and evaluation program will have three main objectives to ensure that training programs are being implemented effectively, that training programs have an impact on children’s learning and that training programs reflect and respond to the actual needs of teachers in the field. In order to achieve these objectives, the Ministry will carry out a number of specific activities. In addition to the national teacher competency testing that will be ongoing and linked to teacher assessment and accreditation, the Ministry will conduct a national student learning achievement study (see also the Curriculum Development and Learning Materials section). While teaching standards are one assessment of the quality of teaching, a more effective assessment is to understand whether students are learning. The district level teacher educators will become the Ministry’s key classroom monitors on teaching quality. In addition to these staff, small teams will regularly monitor the administrative side of teaching, including teacher attendance and the verification of teachers registered on the payroll and schools that are registered with the Ministry. Contact Information of Teacher Education Authority:

Abdul Wassay Aryan Senior Advisor, General Education Ministry of Education (MoE) Mohammad Jan Khan Watt Kabul, Afghanistan Phone: +93 (0)799 332 015 Email: [email protected] - [email protected]

References National Education Strategic Plan for Afghanistan (2006-2010) http://www.moe.gov.af/


mailto:[email protected]


http://www.moe.gov.af/

AUSTRALIA

Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges The primary and secondary teachers in Australia are generally trained at universities, a four-year program for undergraduates or one-year diploma program for graduates. Educational systems, including Teacher Education, are decentralized as eight state/territory ministries have the primary responsibility for the education policy, curricula design and practice. However, there are overlapping responsibilities between States and the Federal Government for universities and teacher preparation (Sim, 2007). The Federal Government’s Minister for Education sets guidelines and legislation for teacher education, as well as being the main contributor of funding. In order to work cooperatively with the Federal Government, the National Framework for Professional Standards for Teaching was designed. This ‘partnership’ provides a basis for achieving quality teaching, in which “States and Territories are best placed to implement process, or assist the profession in the implementation of processes, that will be recognized as reflecting the real quality of teachers’ work” (MCEETYA, 2003, p. 6). From this MCEETYA document a new proposal has been developed. This proposal describes the main elements of a national accreditation system, which will be piloted in 2008. Although there is an aging teaching workforce and increasing retirements in the teaching profession, Australia is not predicting widespread shortages of qualified teachers. However, there are shortages in particular subject fields and locations, such as the areas of technology, mathematics, science, special education and LOTE; especially in rural and remote areas (Sim, 2007). The emerging issues and challenges are shown in Highlights A below.

Framework: Education framework, vision and policies A National Framework for Professional Standards for Teaching (MCEETYA, 2003). Please see Highlights B below. There is a proposal for a National System for the Accreditation of Pre-service Teacher Education (Teaching Australia, 2007). Highlights A. The emerging issues and challenges are (1) A national system of teacher education (e.g., a common set of national professional standards); (2) Induction; (3) Practicum and partnership between Universities and schools to prepare teachers; (4) Mentoring the beginning teachers;(5) The necessity of ongoing professional learning;(6) Settings for professional learning; (7) Learning communities and networks; (7) Learning to foster creativity and innovation; (8) Professional learning needs of teachers of Science, Technology and Mathematics; (9) Professional learning for educational leaders; (10) Articulation of an inclusive framework for professional learning; (11) A greater transparency in the funding of teacher education (DEST, 2003; 2007).

B. The current National Framework for Professional Standards for Teaching provides architecture within which generic, specialist and subject area specific professional standards can be developed at national, and state and territory levels. It provides an organizational structure, which establishes at a national level the agreed foundational elements and dimensions of effective teaching. The Framework complements the National Goals for Schooling, providing an agenda for strategic action on teaching and learning policy at the national level. It provides an agreed language, utilizing commonly understood terms and definitions, with which to discuss professional teaching practice at the national level. It will therefore facilitate more effective information sharing about professional teaching practice


across states and regions and provide a source document for commonwealth, state and territory governments to draw upon for their own strategic purposes (MCEETYA, 2003).

A number of professional organizations have developed professional standards. For example, the Standards for Teachers of English Language and Literacy in Australia (STELLA) provide standard statements, which describe the knowledge experiences and skills in English and Literacy teaching (STELLA, 2007)

C. The accreditation processes/curriculum review processes for teacher education programs are currently guided by state registration authorities/colleges/institutes for teachers for that state. The processes drive the curriculum in as much as they set the professional standards that must be attained in each program. There are panels that comprise tertiary educators, principals and registration staff and these consider every program proposal and every program adjustment for accreditation. A program in steady state will be reviewed every three years in most states. This whole situation is currently in a process of change with a new national body emerging to lead the accreditation processes of programs. In addition to these external requirements, university teacher education programs must be considered in triennial and septennial curriculum reviews and school reviews internally to the university.

D. Overall, the teaching profession demands highly qualified practitioners for all levels of schooling. In almost all states and territories, a minimum of four years of academic study, including at least one year of pre-service teacher education, is now the minimum requirement for entry of new teachers and re-entry of previously experienced teachers into permanent positions in the Australian teaching force. This means that they will undergo new interview and ranking procedures and review/re-entry courses. In the relatively near future, teaching in Australia will be a practically all-graduate profession (DEST, 2003, p.75).

E. Most teachers are recruited and employed by education authorities, either state/territory government authorities, Catholic diocesan or independent authorities. In independent schools and in Order-owned Catholic schools, teachers are usually employed directly by the schools at which they teach. Victoria is the only state where individual government schools (in the form of principals or selection panels) may make offers of employment to qualified individuals, although in other states/territories, individual schools and their principals are involved in appointments to differing degrees. States and are generally moving in the direction of according schools greater self-management responsibilities, a trend which the Committee for the Review of Teaching and Teacher Education stated was an indicator of the increasing professionalization of the whole education sector (DEST, 2003, pp. 75-76).

F. The currently implemented document is “A National Framework for Professional Standards for Teaching” (Ministerial Council on Education, Employment Training and Youth Affairs, 2003).

A proposal for a National System for the Accreditation of Pre-service Teacher Education (Teaching Australia, 2007), which is a basis for piloting national accreditation of teacher preparation programs early in 2008, has been set out in June 2007.


Number of institutes Pre-Service: 38 In-Service: Unknown but most recognized universities and tertiary institutions provide in-service/ pre-service

Enrollment Pre-Service: Commencing students enrolled in a course for initial teacher training:


4,746 in 2001 4,394 in 2002 4,307 in 2003 4,166 in 2004 4,181 in 2005

Number of years to complete Pre-Service: A minimum of four years of academic learning, including at least one year of pre-service teacher education (DEST, 2003)

Name and Contact of Apex Organization Pre-Service: Australian Government Department of Education, Science and Training (DEST), State/Territory government authorities or Catholic Education authorities

Teacher Education Curricula (i.e. content of TE programs): Who determines the content (subject matter & pedagogy)?

Pre-Service: Recognized higher education institutions are responsible for developing and assessing their own programs, which would be approved by the various states through boards, councils or institutes of registration under its Program Approval Guidelines of Teacher Education for teacher registration purposes. In Queensland, this board is the Queensland Studies Authority, a facility of Education Queensland. In-Service: The old concept of in-service training as a combination of one-session courses, designed for teacher updating, has been replaced by a complex combination of postgraduate courses and in-service education, seeking to meet the diverse needs of the teaching profession.

Time allocation for various courses Pre-Service: Bachelor of Education (Single or dual degree program): Four- or five-year programs with the teacher preparation proportion generally representing a minimum of two years. Graduate entry program: One- or two-year programs, varying across faculties. In-Service: A broad range of postgraduate courses is being taken by teachers as part of their continuing professional education. These include the traditional PhD and M.Ed. courses with a research base, and extend to master’s degrees by course work and professional doctorates, specifically designed to cover teachers’ professional development needs. There are, in addition, postgraduate diploma and postgraduate certificate courses designed for specific purposes, such as multicultural education, aboriginal studies, civics and citizenship education, language teaching, women’s studies, health education and environmental education. These courses may be taken full-time, and study leave from teacher responsibilities may also be available for such purposes. More often, postgraduate courses are part-time, in conjunction with a teaching position. There has been a considerable development in the format of such courses to make them more widely available. They now play an important part in the continuous professional education of teachers (ICSU, 2005). Some of these courses do not attract HECS fees.

Who writes the text books? Pre-Service: Flexible, it depends on the professional judgement of lecturer/course coordinator who selects the textbooks or curriculum sources.

How often are the teacher curricula revised and by what process?


Pre-Service: It depends on the higher education institutions. Usually curricula are revised on an annual basis, but the revised programs should be approved by the relevant Board prior to implementation. Generally a Teacher Education program will be reviewed every three years in most states.

Educational Networks: Name Contact Person Address/Email/Phone/Fax Australian Government Department of Education, Science and Training (DEST)

The Hon Julie Bishop MP Minister for Education, Science and Training Minister Assisting the Prime Minister for Women's Issues

Parliament HouseCANBERRA ACT 2600 Phone: (02) 6277 7460 Fax: (02) 6273 4116 Email: [email protected]

Australian Council of Deans of Education Inc.

Professor Sue Willis (President) Dean, Faculty of Education

Monash University PO Box 6 CLAYTON VIC 3800 Phone: (03) 9905 2800 Email: [email protected]

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA)

The Hon Paul Henderson MLA, (Chair) Minister for Employment, Education and Training (Northern Territory)

The Secretary, MCEETYA PO Box 202, Carlton South Vic 3053 Australia Phone: +61 3 9639 0588) Fax: +61 3 9639 1790) Email: [email protected] Website: http://www.mceetya.edu.au

Teaching Australia - Australian Institute for Teaching and School Leadership

Dr. Gregor Ramsey (Chair)

5 Liversidge Street Australian National University Precinct ACTON ACT 0200 Phone: (02) 6125 1643, 1800 337 872 +61 2 6125 9029 (skills assessment) Fax: 02 6125 1644 Email: [email protected]

Australian Literacy Educators’ Association (ALEA)

Dr. Jan Turbill (President) Senior Fellow in Education

Faculty of Education University of Wollongong, NSW 2522 Phone: + 61 0438098641 Email: [email protected]

Pre-requisites: Pre-service teacher education system entrance requirements: Requirements for Entrance into Teacher Education Programs Bachelor of Education: Complete a high school diploma, selection is based on Year 12 results Graduate entry program (Bachelor, Master’s or Graduate Diploma): selection is based on first degree results (Sim, 2007) Language Requirement Students who have Languages Other Than English as a teaching area or are from a non-English speaking background are required to attend a language proficiency interview at the faculty or institute. Numbers of Months or Years of Minimum Education





http://www.mceetya.edu.au/

Bachelor of Education (Single or dual degree program): Four- or five-year programs with the proportion generally representing a minimum of two years. Graduate entry program (Bachelor, Masters or Graduate Diploma): One- or two-year programs, varying across faculties. Alternative Process for qualifying for entrance The alternative pathway for teacher preparation education of some subject fields. which have a significant shortage, such as mathematics, science and technology, is still developing. Internships Rather than the word “practicum”, the terms “professional experience” or “internship” are now used within a pre-service teacher education program. This program is completed in addition to the required minimum number of days of supervised professional experience. It provides pre-service teachers with a transition into the teaching profession through a reduced workload and the support of a mentor. For example, currently in Queensland, internships are completed as a culminating experience in some pre-service teacher education programs (Queensland College of Teachers, 2004). Standards (Licensing of Teachers – Initial and Continuing): Entrance Examination/Test: No examination for registration. Probationary Period: One year provisional /probationary registration Licensure Renewal/Sustaining: Granted full registration after one year of teaching service to meet the professional standards of the Board. Generally the full registration will be renewed every five years. At the end of the five-year period, certain conditions/evaluations must be met for renewal of registration. Evaluation and Rewards: Informal evaluation is ongoing for registered teachers. Queensland College of Teachers has developed a set of professional standards, which need to be met in all subjects (Queensland College of Teachers, 2006). This issue is currently under discussion. Contact Information of Teacher Education Authority: State and Territory government school education websites Australian Capital Territory Department of Education and Training: www.decs.act.gov.au

New South Wales Department of Education and Training: www.schools.nsw.edu.au

Northern Territory Department of Employment, Education and Training: www.deet.nt.gov.au/education

Education Queensland: www.education.qld.gov.au

South Australia Department of Education and Children's Services: www.decs.sa.gov.au

Tasmania Department of Education: www.education.tas.gov.au

Victoria Department of Education and Training: www.education.vic.gov.au

Western Australia Department of Education and Training: www.det.wa.edu.au/education


http://www.qct.edu.au/teacher-registration/renewal_regn_tr5.aspx

http://www.decs.act.gov.au/

http://www.schools.nsw.edu.au/

http://www.education.nt.gov.au/

http://education.qld.gov.au/

http://www.dete.sa.gov.au/

http://www2.education.tas.gov.au/

http://www.education.vic.gov.au/

http://www.eddept.wa.edu.au/

Nongovernment education authorities' websites

Australian Associations of Christian Schools: www.aacs.net.au

Christian Schools Australia: www.csa.edu.au

Independent Schools Council of Australia: www.isca.edu.au

Lutheran Education Australia: www.lea.org.au/national/index.asp

National Catholic Education Commission: www.ncec.catholic.edu.au

National education authorities Many of following education authorities' websites provide avenues to access further relevant information, including related state authorities.

Australian Associations of Christian Schools: www.aacs.net.au

Australian Principals Associations Professional Development Council: www.apapdc.edu.au

Christian Schools Australia: www.csa.edu.au

Independent Schools Council of Australia: www.isca.edu.au

Lutheran Education Australia: www.lea.org.au/national/index.asp

Ministerial Council on Education, Employment, Training & Youth Affairs: www.mceetya.edu.au/mceetya

National Catholic Education Commission: www.ncec.catholic.edu.au

Teaching Australia - Australian Institute for Teaching and School Leadership: www.teachingaustralia.edu.au/ta/go

Other Important Players in Teacher Education in the Country and Contact Information:

Dr. Geoff Masters (ACER) Prof. Peter Renshaw (University of Queensland) Prof. Allan Luke (Queensland University of Technology) Prof. Peter Freebody (Griffith University) Prof. Frank Crowther (University of Southern Queensland)

References Department of Education, Science and Training (DEST) (2003). Australia’s Teachers:

Australia’s Future. Advancing Innovations, Science, Technology and Mathematics. Canberra: Committee for the Review of Teaching and Teacher Education.

Department of Education, Science and Training (DEST) (2007). Top of the class: Report on the inquiry into teacher education. Canberra: The Parliament of the Commonwealth of Australia.

International Council for Science (ICSU) (2005). Teaching science. Available from http://www.icsu.org/8_teachscience/icsu-iap/pays.php4?lang=en&choixpays=16 (Access on 25/8/2007).

Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA). (2003). A national framework for professional standards for teaching. Canberra: AGPS.


http://www.aacs.net.au/

http://www.christianschools.edu.au/

http://www.isca.edu.au/

http://www.lea.org.au/

http://www.ncec.catholic.edu.au/

http://www.aacs.net.au/

http://www.apapdc.edu.au/

http://www.christianschools.edu.au/

http://www.isca.edu.au/

http://www.lea.org.au/national/index.asp

http://www.mceetya.edu.au/

http://www.ncec.catholic.edu.au/

http://www.teachingaustralia.edu.au/

http://www.teachingaustralia.edu.au/ta/go

http://www.icsu.org/8_teachscience/icsu-iap/pays.php4?lang=en&choixpays=16

Queensland College of Teachers (2004). Internships in teacher education. Available from: http://www.qct.edu.au/teacher-education/internships_te3.aspx (access on 26/8/2007).

Queensland College of Teachers (December, 2006). Professional standards for Queensland teachers. Available from: http://www.qct.qld.edu.au/ProfessionalStandards/PDF/IntroductionToTheStandards.pdf (Access on 25/8/2007).

Sim, C. (2007). A national overview of teacher education in Australia. Faculty of Education, Griffith University. Available from: ww98.griffith.edu.au/dspace/bitstream/10072/11601/1/ACE_paper.pdf (Access on 25/8/2007).

Standards for Teachers of English Language and Literacy in Australia (STELLA) (2007). Standards for teachers of English language and literacy in Australia. Available from http://www.stella.org.au/about.html (Access on 30/8/2007).

Teaching Australia (2007). A proposal for a national system for the accreditation of pre-service teacher education. Canberra: Teaching Australia.


http://www.qct.edu.au/teacher-education/internships_te3.aspx

BANGLADESH Context: Background Information:

Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges Teacher education is one of the important sub-sectors of the education system of Bangladesh. In Bangladesh teachers are prepared and developed in more than 189 large, medium and small, public and private institutes, academies, colleges and universities. The challenges in improving teacher education programs and practices in Bangladesh are enormous, and a qualified teaching force is an unquestionable necessity. From a global perspective, the role of education and the role of teachers are increasing in a variety of ways. Bangladesh has one of the largest primary education sub-sectors in the world. The country has more than eighty thousand primary schools (80,401), 344,789 teachers and 16,225,658 students. Female enrollments accounted for 50.13 percent in 2005. Bangladesh has only 55 Primary Teacher Training Institutes (PTIs) with 517 teachers to train 13,025 probationary teachers. The National Academy of Primary Education (NAPE) offers a variety of in-service training for the teachers of Primary Teacher Training Institutes. Bangladesh has a variety of secondary schools. This sub-sector has 18,500 schools with 238,158 teachers with gross enrollments of 739,552. About 98.29 percent of secondary schools are managed by the private sector. Female enrollment in the secondary sub-sector accounted for 52.28 percent in 2005. The country has 99 teacher training colleges with 1,235 teachers. The gross enrollment of these colleges stood at 18,156 in 2005. Dhaka University and Bangladesh Open University also provide Bachelor’s and Master’s degrees in teacher education. Out of 54 private universities, approximately 10 universities offer B.Ed./M.Ed. programs.

Framework: Education framework, vision and policies: Education in Bangladesh has three major stages − primary, secondary and higher education. Primary education is a five-year cycle while secondary education is a seven-year cycle with three sub-stages: three years of junior secondary, two years of secondary and two years of higher secondary. The entry age for primary is six years. The junior, secondary and higher stages are designed for age groups 11-13, 14-15 and 16-17 years. Higher secondary is followed by graduate level education in general, technical, engineering, agriculture, business studies and medical streams requiring five to six years to obtain a Master’s degree. In the general education stream, higher secondary is followed by college/university level education through the Pass/Honors Graduate Courses (four years). The Master’s degree is one-year duration for holders of a Bachelor’s degree (Honors) and two-year duration for holders of a (Pass) Bachelor’s degree. Higher education in the technical area also starts after higher secondary level. Engineering, agriculture, business, medical and information and communication technology are the major technical and technological education areas. In each of the courses of study, except for medical education, a five-year course of study is required for the first degree.

Human resource development is at the core of Bangladesh's development efforts and access to quality education is critical to poverty reduction and economic development. The Government is committed to undertaking structural reforms that are expected to bring significant improvements in the education sector. Bangladesh's commitment to education has been clearly stated in its Constitution and development plans with education being given the highest priority in public sector investments. Education sector allocations are currently about 2.3 percent of GDP and 14 percent of total government expenditure. Maintaining this commitment to the education sector is imperative in order to achieve Education for All (EFA) and the Millennium Development Goals (MDGs). The management of the education system falls under two ministries - the Ministry of


Primary and Mass Education (MoPME, responsible for primary education and mass literacy) and the Ministry of Education (MoE, responsible for secondary, vocational and tertiary education). Overall there are more than 17 million students at the primary level, and over 8.0 million at the secondary level. Enrollments at the tertiary level are relatively small, but growing very rapidly. Bangladesh has made significant progress, especially in regard to increasing access to education and gender equity, both at primary and secondary levels. Gross primary enrollment rates rose from 90 percent in the late 1990s to 98 percent in 2003, while a corresponding increase in enrollment rates at the secondary level rose to 44 percent. Gender parity in access to primary and secondary education has also been achieved. These achievements are particularly spectacular when compared to countries in the South Asia region and other countries at similar levels of per capita income.

The Government is strongly committed to alleviating the existing problems with respect to management and quality through reforms across the education system. At the primary level, the MoPME is supported by a multi-donor group through the Primary Education Development Program II (PEDP II), which aims to strengthen educational access, quality and efficiency. In order to address issues at the secondary and higher levels, the MoE has developed a medium-term framework for the secondary education sub-sector, focusing on quality improvements, policy measures and specific actions needed to reform the system. The development of this medium-term framework has benefited from an extensive range of consultations and workshops with stakeholders at the central, district and upazilla levels. The main objective of reforms being proposed is to address systemic governance issues aimed at raising the quality and cost-effectiveness of service delivery, and improve equity of access in secondary education. The MoE is aiming to move towards a devolved system of governance within the current administrative structure. In this system the central government will be responsible for formulating policies, financing, setting quality standards, and monitoring and evaluation etc., while lower levels of government will be responsible for administering the system. The MoE is empowering officials at the district and upazilla levels to take greater responsibility in monitoring school performance and to ensure public disclosure of information (e.g., SSC passing rates, teacher absenteeism, class sizes etc.) related to school quality. To ensure appropriate financial controls, the MoE is implementing a Financial Management Reform Program (FMRP). This is intended to increase accountability and transparency in the use of resources. Highlights A. There are three types of teacher education in Bangladesh i.e. teachers training for primary

education, teachers training for secondary education and short term teachers training for higher education.

B. The Primary Training Institutes (PTIs) provide a one-year long diploma degree for the primary school teachers. Entry level for the diploma is a Higher Secondary Certificate.

C. Bachelor of Education (B.Ed) & Master’s of Education (M.Ed) are for the secondary school teachers. These are a ten-month long diploma degree and entry qualification is a Bachelor’s degree in any subject from any recognized university.

Government Infrastructure of Teacher Education System: Educational Management: The Education System in Bangladesh is being managed and administered by two Ministries, the Ministry of Education (MoE) and the Ministry of Primary and Mass Education Division in association with the attached Departments and Directorates as well as a number of autonomous bodies.



Number of institutes Pre-Service: Teachers’ Training College (TTCs) (Private) = 85, Technical Teachers’ Training College = 1, Vocational Teachers’ Training Institute = 4, Higher Secondary Teachers’ Training College = 5 In-Service: Primary Training Institutes (PTIs) = 54, TTCs (Govt.) = 14

Enrollment

Pre-Service: Commencing students enrolled in a course for initial teacher training: Teachers’ Training College (TTCs) (Private) = 11638 in 2005 Technical Teachers’ Training College = 72 in 2005 Vocational Training Institute =120 in 2005 In-Service: PTIs =13025 in 2005, TTCs (Govt.) = 6518 in 2005

Strategic faculty details

Pre-Service: Certificate in Education: One year of academic learning B.Ed & M.Ed: One year including practice teaching. B.Ed Honours: Four academic years

Number of years to complete

Pre-Service: Ministry of Education, Bangladesh Secretariat, Dhaka, Bangladesh.

Name and Contact of Apex Organization Pre-Service: Director, Training, Directorate of Primary Education for PTIs & Vice Chancellor, National University for B.Ed & M.Ed


Pre-Service: Approval of curriculum and syllabus. For primary education: National Academy for Primary Education (NAPE). For B.Ed of government and private Teachers’ Training Colleges the National University. For B.Ed & M.Ed for private universities, the University Grants Commission. Dhaka University develops its own curriculum and syllabus for B.Ed & M.Ed courses. In-Service: The Primary Training Institutes (PTIs) and Teachers Training Colleges (TTCs) are providing in-service training.

Time allocation for various courses

Pre-Service: Bachelor of Education (B.Ed): One year for the Diploma course and four years for the Honours course. Master of Education (M.Ed): One year In-Service: A broad range of postgraduate courses is being taken by teachers as part of their continuing professional education. These include the traditional PhD and M.Ed. courses with a research base, and extend to Master’s degrees by course work and professional doctorates, specifically designed to cover teachers’ professional development needs. These courses may be taken full-time, and study leave from teacher responsibilities may be available for such purposes. More often, postgraduate courses are studied part-time, in conjunction with a teaching position. There has been a considerable development in the format of such courses to make them more widely available.

Who writes the text books?


Pre-Service: Experts or subject matter specialists write text books, which cover the contents of the prepared curriculum.


Pre-Service: It depends on the higher education institutions, usually on an annual basis, but the revised programs should be approved by the relevant University or Grants Commission prior to implementation.

Educational Networks: Name Contact Person Address/Email/Phone/Fax National University The Vice Chancellor National University

Gazipur, Bangladesh Ministry of Education Secretary Bangladesh Secretariat, Ministry of

Education The Peoples' Republic of Bangladesh. Building 6, Floor 17 & 18, Bangladesh Secretariat, Dhaka1000, Bangladesh. Fax: 88-02-7167577 Email: [email protected]

Ministry of Primary and Mass Education

Secretary

Ministry of Primary and Mass Education The Peoples' Republic of Bangladesh. Bangladesh Secretariat, Dhaka1000, Bangladesh.

Directorate of Secondary and Higher Education (DSHE)

Director General Shikkha Bhaban 16-Abdul Gani Road Dhaka 1000, Bangladesh

Directorate of Primary Education (DPE)

Director General Directorate of Primary Education Mirpur Dhaka, Bangladesh

Pre-requisites: Pre-service teacher education system entrance requirements:

Requirements for Entrance into Teacher Education Programs: Bachelor of Education: Complete Bachelor degree in any subject. Masters of Education: Bachelor of Education degree

Language Requirement: The courses are conducted in the Bengali language, but students can use English in examinations.

Numbers of Months or Years of Minimum Education: Bachelor of Education: One year for the B.Ed diploma and four years for B.Ed Honors. Master’s of Education: One year

Alternative Process for qualifying for entrance: Short courses are organized by the government or private organizations on needs-based subjects or techniques.

Internships: To complete B.Ed courses students need to attach to a school for two months of practice teaching.

Standards (Licensing of Teachers – Initial and Continuing):


Entrance Examination/Test: Test/examination required by the institutions

Probationary Period: One year provisional /probationary period

Licensure Renewal/Sustaining: Interested persons who would like to be a teacher take the national examination for registration

Evaluation and Rewards: Informal evaluation is ongoing for registered teachers

Contact Information of Teacher Education Authority: Government education websites Ministry of Education: www.moedu.gov.bd/

Ministry of Primary and Mass Education: www.mopme.gov.bd/

Directorate of Secondary and Higher Education: www.dshe.gov.bd/

Directorate of Technical and Vocational Education: www.techedu.gov.bd/

Bangladesh Bureau of Educational Information and Statistics: www.banbeis.gov.bd/

National Academy for Educational Management: www.naem.gov.bd/

Nongovernment education authorities' websites BRAC University (Institute of Education and Development, IED): www.bracuniversity.net/I&S/ied/

Dhaka University: www.univdhaka.edu/


http://www.moedu.gov.bd/

http://www.mopme.gov.bd/

http://www.dshe.gov.bd/

http://www.techedu.gov.bd/

http://www.banbeis.gov.bd/

http://www.naem.gov.bd/

http://www.bracuniversity.net/I&S/ied/

http://www.univdhaka.edu/

BHUTAN Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges The educational system in Bhutan consists of seven years of primary schooling followed by four years of secondary school. In 1994, primary schools enrolled 60,089 pupils. In the same year, secondary schools enrolled 7,299 students. The pupil-teacher ratio at the primary level was 42 to 1 in 1999.

By this time at the highest-level there was one junior college, two teacher training colleges and one degree college, which was affiliated with the university at Delhi in India. Many teachers from India are employed in Bhutan. The two teacher training institutes, the National Institute of Education and the Teacher Training College, take an active part in adapting curricula through pre-service and in-service teacher training. This is done by: exposing them to various approaches of teaching and learning; assisting them in developing teaching materials from the available resources; equipping them with the necessary skills and teaching techniques; and assessment and evaluation of the teaching/learning process and the achievements of the students. Both institutes graduate 100 to 150 teachers every year for the primary and secondary schools. The lecturers of the institutes are also involved in the design and implementation of the curriculum as many of them are also members of the various subject committees. They also play an active role in organizing and conducting various in-service curriculum-related workshops for the teachers in the country every year.

The National Institute of Education (NIE) offers a three-year Bachelor of Education degree course for grade XII graduates and a one-year teacher training program—Postgraduate Certificate in Education (PGCE)—for candidates who already have a Bachelor’s Degree either in humanities, commerce or science. The two-year Primary Teacher’s Certificate (PTC) course is offered for the grade X graduates at the NIE, as well as the Teacher Training College (TTC) in Paro. NIE has also started a Distance Education Program for primary teachers since 1995. An eighteen-month training program for Dzongkha (national language) teachers is also offered by the Teacher Training College, Paro. At the school level, the head teachers and teachers interpret the aims and objectives of education through the curriculum.

They develop work schemes, lesson plans and teaching materials and practice different methodologies. Teachers also organize various types of co-curricular activities to provide pupils with balanced education. They carry out continuous assessment of the students’ performance and set internal tests and examinations. They organize school-based in-service programs to improve their classroom practices. Many teachers are also involved in developing curriculum materials at the center and during resource national-based in-service workshops.

Highlights Problems in Adapting Curriculum in Bhutan Curriculum specialists in Bhutan face several problems, which are largely due to the short space of time in which the modern system of education has evolved.

1) Curriculum design The first main problem is the lack of expertise in curriculum development. There is not much scope for consultation nor the required support and guidance. Curriculum developers are left to cope on their own with their often limited knowledge in the area. Outside experts are often


invited to guide and assist, but in many cases, their expertise and inputs are not relevant to the country’s needs and situation. Valid and relevant comments for improvement are rarely received from the field. This largely affects the quality, clarity and appropriateness of the curriculum design. Lack of resources and access to quality innovations due to financial constraints are other major problems. This limits curriculum developers’ access to the wealth of information and ideas on curriculum design that are available in other counties.

Insufficient time for carrying out proper situational analysis and research is another major problem. Final decisions are largely top down (from the administrators who look for immediate action and quick outcomes), leaving staff with no choice but to design the curriculum within the set time frame, which in most cases is inadequate. The problem is further exacerbated by inadequate staffing, since the curriculum developer has other commitments and cannot devote adequate time to curriculum design.

2) Problems in the implementation of the curriculum As with the design process, time and resource constraints (both human and material) are the major problem. Because of the requirement for speedy implementation, inadequate time is allotted for pilot testing the reforms in terms of their relevance and appropriateness, for carrying out a detailed plan of implementation and for organizing resources. Furthermore, teachers hardly have the required time for preparation, the shortage of school-teachers being a perennial problem in the system. More support materials are needed for effective implementation. Teachers do not have much access to reference materials, except basic school textbooks. Specialists cannot offer much support to the teachers during the implementation of reforms, since they cannot visit schools regularly due to busy schedules. Thus, in most cases, the initial orientation workshop held in the beginning to familiarize teachers with the reforms and their implementation is the only support and guidance that they receive. Under such circumstances, teachers maintain their old ways of teaching, with which they feel more secure, and new reforms are rarely implemented.

Lack of proper coordination among the various sections in the centre, and with the districts and schools, is another problem faced in implementation. Teachers who receive initial training in implementing the reforms are sometimes subsequently given a new assignment or transferred to another school, resulting in the changes not being introduced. The education system, being examination-oriented also inhibits effective implementation of the curriculum as teaching time is restricted to covering the syllabus in time for the examinations.

Teacher Education Institutions: Number of institutes

Pre-Service: Three Number of years to complete

Pre-Service: Training of pre-primary and primary/basic school teachers Primary school teachers take a two-year Certificate course after Grade X at the National Institute of Education or at the Teacher's Training College at Paro. The course is assessed by course work (50 percent) and examination (50 percent) and leads to a Primary Teacher's Certificate. A Bachelor of Education (primary) course has been offered since 1994

Training of secondary school teachers: The National Institute of Education offers a three-year Bachelor of Education course. Admission is based on a Class XII Certificate or the Indian School Certificate. A Postgraduate Certificate in Education


Name and Contact of Apex Organization Pre-Service: Administration & coordination: Ministry of Education and Health Head: Jigmi Singay, Minister Administrative officer: Sangay Thinley, Secretary P.O. Box 108 Thimphu, Bhutan Tel: +975(2) 322-602, +975(2) 322-351 Fax: +975(2) 324-649

Teacher Education Curricula (i.e. content of TE programs) Who determines the content (subject matter & pedagogy)?

Pre-Service: Curriculum and professional support section under the Director of Education Division.


Pre-Service: Training of pre-primary and primary/basic school teachers. Primary school teachers take a two-year Certificate course after Grade X at the National Institute of Education or at the Teacher's Training College at Paro. The course is assessed by course work (50 percent) and examination (50 percent) and leads to a Primary Teacher's Certificate. A Bachelor of Education (primary) course has been offered since 1994

Training of secondary school teachers. The National Institute of Education offers a three-year Bachelor of Education course. Admission is based on a Class XII Certificate or the Indian School Certificate. A Postgraduate Certificate in Education

Who writes the text books? Pre-Service: The curriculum and textbook development division

Educational Networks: Name Contact Person Address/Email/Phone/Fax The National Institute of Education

Head: Dukpa Zangley, Vice-Chancellor Administrative officer: Doma Kezang, Registrar

P.O. Box 708, Thimphu, Bhutan Tel: +975(2) 351 626/ 351 625 Fax: +975(2) 351 627/ 351 710 www.rub.edu.bt

References Teaching Effectiveness and Teacher Development: Towards a New Knowledge Base By Ying Cheong Cheng

http://www.nationsencyclopedia.com/Asia-and-Oceania/Bhutan-EDUCATION.html

Himalayan Kingdom Bhutan: Tradition, Transition, and Transformation By Awadhesh Coomar Sinha


http://www.nationsencyclopedia.com/Asia-and-Oceania/Bhutan-EDUCATION.html

CAMBODIA

Context: Background Information:

Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges Currently there are some 45,000 primary school teachers and around 17,500 secondary school teachers. The provincial and regional Teacher Training Centers are responsible for pre-service training of primary and lower secondary teachers respectively. The National Institute of Education (NIE) is responsible for pre-service training of upper secondary teachers.

Framework: Education framework, vision, and policies Main documents for education are as follows:

Policy For Curriculum Development 2005-2009Policy and Strategies on ICT in Education in Cambodia Education Strategic Plan (ESP) 2006-10Education Sector Support Program (ESSP) 2006-10 Education Sector Performance Report (ESPR) 2005Expanded Basic Education Program 2006-2010Education For All National Plan (EFA) 2003-2015 National Policy on Non Formal Education

The Ministry of Education, Youth and Sports (MoEYS) has set three objectives for its teacher development program as outlined in the Education Sector Support Program for 2006 - 2010. The first objective will be to ensure an efficient supply of teachers with a Bachelor’s degree to accommodate for system expansion including, training and upgrading of Teacher Training College (TTC) and education managers, National Institute of Education (NIE) trainers, school directors and other key Ministry of Education, Youth and Sports (MoEYS) personnel. A second objective will be to ensure that Teacher Training Colleges and National Institute of Education (NIE) intakes and subsequently trained teacher deployment respond to growing demands in rural/remote and difficult areas by recruiting new teacher trainees from these areas and ethnic minority areas. A third objective is to improve the quality of teaching through the expansion of in-service teacher training provision.

The teacher development program lists two key targets and indicators: (1) recruit 5,000 new trainees at Teacher Training College per annum, of which at least 30 percent should be from rural, remote and disadvantaged areas, and (2) 3,000 primary teachers should be upgraded to become basic education teachers at six Regional Teacher Training Colleges (RTTCs) by 2010.

Strategy: Matching the supply and demand for trained and qualified teachers will require close collaboration with the Departments of Personnel and provincial/district education offices. The Teacher Training Department will also review the Teacher Training College (TTC) rationalization strategy (e.g., the proposed merging of six Regional Teacher Training Colleges/Provincial Teacher Training Colleges) and consider level of operational budget for these institutions.

The pre-service program will cover eighteen Provincial Teacher Training Colleges, six Regional Teacher Training Colleges, one Pre-School Teacher Training College (Provincial Teacher Training College) and National Institute of Education (NIE). The continuous teacher development/in-service program will cover targeted groups of the current teaching service, with an emphasis on retraining of primary teachers, and basic cycle teachers for lower secondary schools. The management training component will continue to focus on school directors, but also extend to education managers at all levels. This program will pay for costs related to


http://www.moeys.gov.kh/en/education/cur/index.htm

http://www.moeys.gov.kh/en/education/ict/index.htm

http://www.moeys.gov.kh/en/education/esp06-10/index.htm

http://www.moeys.gov.kh/en/education/espr05/index.htm

http://www.moeys.gov.kh/en/education/ebep06-10/index.htm

http://www.moeys.gov.kh/en/education/efa/index.htm

providing ongoing in-service teacher training, increasingly delegating management authority to provinces.

Main Programs and Activities • Provide annual operational budgets to the Pre-school Teacher Training Centre, 18 Provincial Teacher Training Colleges (PTTCs), six Regional Teacher Training Colleges (RTTCs), six new resource centers and to improve the quality and efficiency of the pre-service teacher education programs. A new priority for Teacher Training College (TTC) is the training of basic cycle teachers to enable more flexible responses to changing enrollment patterns in the coming years.

• Introduce the principles of the Child Friendly School (CFS) and the School Readiness Program (SRP) into the Pre-service Teacher Training Curriculum and implement in all PTTCs.

• Delivery of HIV/AIDS awareness courses and supporting textbooks and manuals to all new teacher training students.

• Establish common levels of competence for all Teacher Training College staff, including training of trainers through the Teacher Training College Staff Development Program. The program will provide formal certification as a foundation for the rapid development of the national teacher education system.

• Equip primary and secondary school directors with skills to take up active leadership in their schools and be responsible for implementing quality and efficiency measures and managing resources through the Education Management Training Program. The training is delivered as a modular program during the school year through a combination of distance learning and a residential workshop. The potential for offering professional certification linked to the program is under consideration.

• Continuous teacher development/in-service program, including: focus on multi-grade teaching, especially for remote/incomplete schools, with priority for teachers currently receiving multi-grade teaching incentives; upgrade primary school teachers to become lower secondary/basic teachers to meet the projected lower secondary enrollment increases; training in usage of new textbooks, new curriculum and the minimum learning standards for teachers at all levels; provide ICT training to all teachers’ trainers and secondary school teachers; provide in-service training to teachers on Child Friendly School (CFS) and School Readiness Program (SRP); delivery of in-service child-friendly HIV/AIDS life skills training, supporting improved teaching approaches.

The aim is to decentralize the monitoring and evaluation of the TTCs from a system of centralized planning and control to one of monitoring and support of the national teacher education system. Monitoring will identify examples of innovation and good practice, which regional monitoring teams from Teacher Training Department (TTD) will collect, share and disseminate. The strategic objective is to enable greater delegated authority and operational autonomy to Provincial and Regional Teacher Training Colleges. The operational budgets of the individual institutions will be channeled appropriately through provincial Budget Management Centres (BMCs) and the central Teacher Training Department. The Teacher Training Department will be responsible for quality assurance and monitoring. The Committee on Continuous Teacher Development (CCTD), within the Teacher Training Department (TTD) will be responsible for overall planning and monitoring, including providing allocations under agreed guidelines. The CCTD will be linked to PTTC/RTTC planning committees at provincial levels. Each PTTC/RTTC will be required to prepare an annual development plan and quarterly progress reports each year for review and approval by CCTD.


Funds allocated to PTTCs and RTTCs will be managed by the BMC. BMCs are set up in the Provincial Education offices. The institution BMCs will plan allocations and be responsible for accounting for and reporting on the use of funds. Commissions entitled to make use of funds at Provincial Teacher Training Colleges (PTTCs) will consist of the Director, Deputy Directors, two staff representatives and two student representatives. Strategic Plan: strategies and plan of the country on teacher education, training and development The fundamental strategic priority for teacher education is to strengthen teacher supply/demand planning, in consultation with central and provincial personnel departments. In the short term, some breathing space for additional trained teacher output can be achieved by massive redeployment of non-teaching staff back to the classroom.

The Ministry of Education and Youth has outlined three key areas for teacher education in its Education Strategic Plan for 2006 - 2010. These are:

1. Improve pre-service and in-service teacher development and introduce staff performance appraisal systems at every level of the education system, including appropriate reporting procedures.

• Target: Action plan for expanding in-service training provision, including delegating greater authority to provinces for in-service training planning in 2006.

• Target: Finalize revised teacher supply and demand strategy, including revised roles for Teacher Training Centers and measures to improve Teacher training College staff and facilities’ efficiency in 2006.

• Target: Progress review of in-service programs, including the impact on teacher effectiveness and the need for additional Teacher Training Colleges in currently under-served provinces in 2008.

2. Strengthen teaching and learning quality to ensure primary and secondary teachers have pedagogical and ICT awareness.

• Target: Train 5,000 teachers at all levels per annum, with ICT training included in their training from 2006.

• 10,000 new teachers, trained at all levels from 2006, with ICT training included in their training.

• 10,000 new teachers trained at all levels from 2008.

3. Increase service remuneration and incentives linked to performance by agreeing on a reform plan for teacher salaries/allowances against performances and responsibilities in cooperation with the Ministry of Education, Youth and Sports (MoEF).

• Target: Agreed plan with the Ministry of Education, Youth and Sports and CAR on yearly increases in classroom teacher salaries/allowances against agreed criteria and responsibilities in 2006.

• Target: Joint MoEYS/CAR/MoEF review of the effectiveness of remuneration reform and agreed follow-up actions in 2008.

• Target: study of the impact of educational staff remuneration reform on service quality and effectiveness in 2010.


Highlights Monitoring improvements and education standards remains weak in the absence of (i) systematic and functional linkages and efficient enforcement of school, teacher and student performance monitoring; (ii) facility development; (iii) need-based teacher development and deployment; (iv) curriculum and textbook development, printing and distribution; (v) student promotion and examination standards; and (vi) timely cash disbursements. Currently, the Ministry has only 68 trained secondary inspectors, who lack the means to monitor 25,107 secondary teachers in 810 schools. Teacher quality is also hampered by inadequate qualifications. For example, 34.5 percent of teachers in remote areas, 6.4 percent in rural areas, and 4.2 percent in urban areas have not studied beyond the primary level. Schools at all levels face a shortage of textbooks and teachers’ guides. In 2004 to 2005, only 24.5 percent of teachers at the primary level and 2.6 percent at the lower secondary school level had received teachers’ guides.

The capacity of the teacher training institutions to improve teacher skills and competencies through in-service training needs to be strengthened to match the changes in curriculum at the school level. Improved pedagogical skills are necessary if the quality of teaching and learning is to improve significantly. The demand for teachers is growing at all levels and will continue to grow rapidly as enrollments expand at the lower and upper secondary levels. An assessment needs to be made regarding (i) the redefinition of the role of the national Institute of Education and developing it as a national institution capable of providing leadership for teacher development and pedagogical research; (ii) the ability of the teacher training institutions to meet the demand for additional teachers; (iii) the possibility of accredited courses offered by institutions other than the existing training institutions, thereby expanding training opportunities; and (iv) the potential for networking among the training institutions, with the goal of better management and delivery of training.

The number of computers in teacher training institutions increased dramatically in 2003. In 2004, the average student: computer ratio in RTTCs and PTTCs was 32:1. By early September 2004, more than half of the total 600 teacher trainers had attended training courses in basic ICT skills and in using ICT for teaching and learning.

The Government has adopted the National Curriculum Policy, but the curriculum for all subjects still needs to be updated and a framework established for a periodic review of the school curriculum. There is also a need to examine and establish linkages between (i) curriculum development; (ii) teacher training, examinations and assessment; and (iii) the timely printing, distribution and supply of textbooks.

One concern is the highly academic nature of the teacher training curriculum. A large proportion of time is spent on academic upgrading as opposed to teaching methodology and in-school teaching practice

The current curriculum of the Provincial Teacher Training Colleges (PTTCs) and Regional Teacher Training Colleges (RTTCs) is not particularly responsive to emerging requirements. The Provincial Teacher Training College (PTTC) program does not include training opportunities for teaching or managing multi-grade or ethnic minority classes. The RTTC and Faculty of Pedagogy programs perceive their mission as the training of single subject specialists, which undermines the more flexible deployment of staff, especially in secondary schools. The tradition of graduate teachers being trained for teaching only upper secondary classes also undermines the efficient deployment of newly trained teachers. Provision for the training of teachers of more practical subjects (i.e., foreign languages, industrial arts, arts and craft, science) is rudimentary or nonexistent.


Government Infrastructure of Teacher Education System:

Source: Ministry of Education, Youth and Sports (ww.moeys.goc.kh/en/index.htm) Teacher Education Institutions:

Number of institutes

Pre-Service: 18 PTTCs, six RTTCs, Postgraduate programs at the Faculty of Pedagogy training upper secondary school teachers In-Service: Some primary school teachers have access to a nationwide, distance learning, in-service program.

Enrollment Pre-Service: 5,900 students at PTTCs. 2,250 students RTTCs, 400 students at the

Faculty of Pedagogy

Number of years to complete Pre-Service: Two years for PTTCs and RTTCs; one year for the postgraduate program at the Faculty of Pedagogy

Teacher Education Curricula (i.e. content of TE programs) : Time allocation for various courses

Pre-Service: The average number of instructional periods per week is set at 32 core periods plus six extension periods. All students in teacher colleges are required to attend two hours per week in ICT courses, starting in 2003.


Educational Networks: Name Contact Person Address/Email/Phone/Fax Ministry of Education, Youth and Sport (MoEYS) Senior Minister, Minister of Education, Youth and Sport

H.E. KOL PHENG #80, Preah Norodom Blvd, Phnom Penh, Cambodia Tel: (855) 23 217 253 Fax: (855) 23 212 512 Email: [email protected]

Pedagogical Research Department, MoEYS

Mrs. TON SA IM, Director

Compound of Chau Ponha Hok Primary School. Tel: (855) 23 211 409 Fax: (855) 23 212 512 Email: [email protected]

Publication and Distribution House, MoEYS

Mr. IN KIMSRUN, Director

# 148, Preah Norodom Blvd., Phnom Penh Tel: (855) 23 219 575 Fax: (855) 23 214 474 Email: [email protected]

Inspectorate of Education, MoEYS

Mrs. PEUK CHIVY, Inspector

#80, Preah Norodom Blvd., Phnom Penh Tel: (855) 16 867 045 Fax: (855) 23 212 512

Teacher Training Department, MoEYS

Mr. LEANG SENG HAK, Director

#133, Preah Norodom Blvd., Phnom Penh Tel: (855) 23 214 340 Fax: (855) 23 362 341 Email: [email protected]

National Institute of Education (NIE)

Mr. IM Koch , Director

# 123, Norodom Blvd., Sangkat Chaktomok, Khan Doun Penh, Phnom Penh Tel: (855) 23 332 342 Email: [email protected] Website: www.moeys.gov.kh/ine

Phnom Penh Municipality Office Of Education Youth and Sport

Mr. OUM Hoeug, Director

# 30, Sangkat Psar Kandal 2 Khan Daun Pen, Phnom Penh Tel: (855) 23 722 234 Fax: (855) 23 427 382

Prerequisites: Pre-service teacher education system entrance requirements: As the process of ad hoc appointments rapidly expanded the teaching force during the 1980s, the government also reestablished teacher training facilities in many locations. These Provincial Teacher Training Centers (PTTCs) were strategically established for primary teacher trainees at the provincial and municipal level to facilitate local recruitment and posting to primary schools. Eventually, eighteen such facilities were established. Six Regional Teacher Training Centers (RTTCs) were also established for the training of Lower Secondary School teachers with one center serving two to four different provinces. These innovations marked an important change from the pre-war regime in which primary and secondary school teachers were trained in national facilities at central level and posted to the provinces. Initially, primary school teacher trainees required only seven years of basic education to enter PTTCs and complete one year of pre-service training (7+1). Over the years, entry levels and the duration of pre-service teacher



mailto:%[email protected]



http://www.moeys.gov.kh/ine

education at these institutions were gradually upgraded from 7+1 to 8+2, then to 11+2 in 1994 before arriving at 12+2 in 1998, which is the current standard. Teachers graduating from TTCs are known as kru bondoh-bondal or pedagogically trained teachers. They tend to be the best educated primary teachers and the most familiar with the child-centered, activity-based approaches endorsed by the MoEYS since 1996. References Asian Development Bank’s Technical Assistance Report (August 2006). Kingdom of Cambodia:

Preparing the Education Quality Improvement Project.

Ministry of Education, Youth and Sport, Phnom Penh, Cambodia.

UNESCO, World data on education. International Bureau of Education, Geneva, Switzerland.


CHINA Context: Background Information: Basic facts of teacher education in Mainland China, focusing on teacher candidate selection, teacher education, certification and professional development Most primary and secondary teachers in People’s Republic of China have undertaken a four-year undergraduate education or a two-year diploma education before they can start teaching in any public primary or secondary educational institutions. The ministry of education, the provincial and city educational commissions set guidelines, professional standards and fund teacher education research projects. There are still more than 300,000 teachers who have not achieved the required diploma. The rate of those holding a college associate degree in the countryside is 28.9 percent lower than those in the city while those holding the undergraduate diploma are 38 percent lower than those in the city. The central government has now shifted its focus of support to the fundamental education in the midwest of China and has issued a few new policies to encourage youths to become teacher candidates. Framework: Education framework, vision, and policies The Premier called for establishing a free education system for those teacher candidate applicants. If they can pass the higher education entrance exam and sign contracts for becoming teachers in basic education, they can complete the four-year undergraduate study free of charge at the six normal universities under the direct supervision of Educational Ministry.

To ensure that the best students will become part of the teacher force, teacher candidates can be recruited ahead of time in the higher education entrance examination. The courses designed for teachers should be different from general content courses so that they will not only gain the content knowledge but also learn how to teach. It is still too early to tell whether this new system can be applied to all the local normal universities, but most normal universities at different levels have also issued some policies to help cover teacher candidates’ needs. Capital Normal University in Beijing has always exempted its teacher candidates’ tuition. Starting from 2008, six key normal universities directly under the Ministry of Education will also start to exempt teacher candidates’ tuition fees. Government Infrastructure of Teacher Education System: The Ministry of Education issued Regulations on Continuing Education for Secondary and Primary School Teachers in 1999 to set up the continuing education system. It has defined the contents, categories, organization administration, infrastructure standards, examination and verification, awards and penalties of continuing teacher education. According to this regulation, all in-service secondary and primary school teachers are required to complete a 240-hour training within five years (one cycle of in-service training), which means 48 hours every year. Highlights: Pre-service teachers are trained not only in teacher universities and colleges, but also in comprehensive universities qualified to train teachers. Primary school teachers are trained in the three-year teacher colleges or four-year teacher colleges; the junior and senior high school teachers are trained in four-year teacher colleges and normal universities. More and more comprehensive universities have started to establish different educational institutes or colleges to get involved in the teacher education system.


Beijing Normal University is running a 4+2 year teacher education degree program, which means four-year undergraduate learning plus two-year M. Ed study for pre-service teachers. Currently this is not practiced by all the local normal universities or colleges who need to train teachers urgently for their particular regions; to them, the four year undergraduate program is still retained and courses have to cover students’ Bachelor major subjects as well as courses related to teacher education. Multiple models of in-service Teacher Training Teacher training here mainly refers to the trainings delivered to teachers on the job in order to help them develop further in their profession. In-service training of teachers in primary and secondary schools can be divided into degree and non-degree education. Degree education includes not only the make-up education for in-service teachers without qualified certificates, but also the upgrading education for in-service teachers with qualified certificates. The non-degree education is the main form of training to in-service secondary and primary teachers as their continuing education. Following the Regulations on Continuing Education for Secondary and Primary School Teachers issued in 1999, the targets of such trainings are to meet primary school teachers’ requirements of continuing education, to orient the new teachers during the probation period and to enhance the basic skills of all that hold teaching posts. These may occur in mainly four modes:

a) University/College Training Since the 1980s, in-service teacher training courses have been increasingly available in universities and colleges to meet the need for systematic training in current methodologies. In the case of English teachers, a number of international cooperation projects have provided chances for teachers to attend in-service courses, such as the Sino-British projects supported by the ODA/British Council.

b) School-based Training Most schools, mainly in the cities, will offer in-service training for their staff or faculties regularly. They can be mentored in basic skills training, collaborative lesson planning, participant observation, modern technology training or online teacher education during the school holidays.

c) District or county teacher training Trainings delivered at this level are more closely related to the classroom texts and hands-on experience. Normally the teacher researchers in these on-line training schools will invite experienced teachers for a demonstration lesson. On these occasions the in-service teachers can share their experiences in designing lessons and give feedback on the effectiveness of the suggested teaching methods.

d) On-line Training for rural teachers On-line in-service training is particularly important for teachers in rural China. The summer holiday in 2007 witnessed the implementation of a rigorous Plan of Teacher Training in West China, which was conducted on-line via http://www.teacher.com.cn, the website for primary and secondary school teacher education in China.

Challenges and Problems

• The main challenge and problem is the inefficiency of in-service training programs. Today various in-service teacher training courses are available in China, particularly in urban cities, but several studies revealed that teachers who attended these courses had difficulties in


http://www.teacher.com.cn/

putting new skills into practice due to situational constraints when they returned to their teaching environment.

• Teachers cannot afford to participate in in-service training. It is often impossible for teachers in remote areas of China to continue any kind of in-service training due to lack of financial support.

• Teachers cannot find the time for change in their already busy schedules, because the demands posed by daily teaching and other aspects of the reform continue to absorb a bulk of teachers' energy, thoughts and attention.


Pre-service: 683 in 2000 570 in 2001 430 in 2002

Enrollment

Pre-service: 770,000 in 2000 662,000 in 2001 601,000 in 2002


Pre-service: three to four years for primary school teachers, four years for secondary school teachers and in some universities four-year undergraduate courses plus a two-year graduate degree (Master’s of Education) In-service: According to the new regulations, teachers are required to complete 240 hours of in-service training over a five-year period, or 48 hours per year. This is not always realized by all teachers due to lack of financial support and availability of training especially in more remote areas of China.

Name and Contact of Apex Organization Ministry of Education of the Peoples’ Republic of China No.37 Damucang Hutong, Xidan, Beijing, P.R.C Postcode: 100816 Telephone: +86-10-66096114 Pre-requisites: Pre-service teacher education system entrance requirements: Requirements for Entrance into Teacher Education Programs: Candidates must pass National Entrance Exam.

Probationary Period: All new teachers must go through a 120-hour training program.

Numbers of Months or Years of Minimum Education: Nine years

Alternative Process for qualifying for entrance: Anyone who wants to become a teacher, including those who are not graduated from the teachers’ colleges, may join the teaching profession as long as s/he has received the authorized courses and passed the examination. Standards (Licensing of Teachers – Initial and Continuing):


Entrance Examination/Test: National Entrance Exam.

Continuing Education: online/distance learning is available for in-service teachers in some provinces.

Evaluation and Rewards: Depends on number of years in service.

Other Important Players in Teacher Education in the Country and Contact Information: Teacher Education Functionaries The Ministry of Education: www.moe.edu.cn Educational Commissions at province, county & district Levels: www.moe.edu.cn/english/index.htm Research Journals about Teacher Education Chinese Education and Research Network: www.cernet.edu.cn/ Education and Teacher (Journal Edited by China Teacher Education: www.eduandtec.com China National Institute for Educational Research: www.cnier.ac.cn/eng

References Chen & Xu. 2006. Constructing a System of Developmental Teacher Assessment: a

Perspective of Teacher’s Professional Accomplishments. Theories and Practices in Education. (6)

Guan, Peijun. Director of Teacher Education Department. 2007-09-10. Speech on the 23rd Teachers’ Day. http://www.people.com.cn/

Liu, Rao. 2001. Theories and Models: Teacher Development Evaluation. Theories and Practices in Education. 31 (12)

Richards, J. C. (1998). Beyond Training. Cambridge: Cambridge University Press.

Richards, J & Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms Cambridge: Cambridge University Press.

Richards. J. & Nunan, D. (Eds.). (1990). Second Language Teacher Education. Cambridge: Cambridge University Press.

Tsui, A. B.M. (2003). Understanding Expertise in Teaching: Case Studies of Second Language Teachers. Cambridge: Cambridge University Press.

Wu Xin，2005，Teacher Change: Issues in In-service EFL Teacher Education Wu Zongjie，2005，Teachers’ Knowing in Curriculum Change: A Critical Discourse Study of

Language Teaching China Education and Research Network: www.edu.cn/education http://www.unesco.org/iiep/eng/research/basic/PDF/cambodia.pdf


http://www.moe.edu.cn/english/index.htm

http://www.people.com.cn/

http://www.unesco.org/iiep/eng/research/basic/PDF/cambodia.pdf

HONG KONG SPECIAL ADMINISTRATIVE REGION - CHINA Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges The majority of the primary and secondary school teachers in Hong Kong possess a Bachelor’s degree or above. Since 1998, all pre-service teacher education programs at less than full Bachelor’s degree or sub-degree levels have gradually been replaced by degree level programs. In 2005, 82.5 percent of primary and 95.2 percent of secondary teachers newly joining the teaching force possessed a degree qualification (Lai, 2007). Teacher education is offered at three comprehensive universities − the University of Hong Kong, the Institute of Education and the Open University of Hong Kong. They all serve to prepare primary and secondary teachers. Although the teaching profession in Hong Kong society remains a well-respected occupation, in recent years, young people with high academic achievement have failed to enroll in teacher education programs. This situation has led the government to focus on ways of enhancing the attractiveness of the teaching career in primary schools.

Framework: Education framework, vision and policies The main education framework of the new government was to reform Hong Kong’s education system to meet the challenges related to globalization and the creation of a knowledge-based economy essential to Hong Kong’s social and economic development (Hong Kong, 1997). These efforts included (1) measures to raise the preparation standards of the teaching profession including professional training and academic qualification requirements; (2) the qualification of the teaching force; (3) a wide-ranging education reform in academic structure, school curriculum and assessment (Education Commission, 2000).

Strategic Plan: strategies and plan of the country on teacher education, training and development To enter a teaching profession an applicant has to apply to the Education Bureau (formerly the Education Department) for registration as a ‘’registered‘’ or a ‘’permitted’’ teacher. To qualify for a registration, a person will have obtained ‘’qualified teacher’’ status through completion of an approved teacher education program offered by a recognized institution. A person holding the minimum academic qualification and no recognized teacher training qualification may be employed by a school as a ‘’permitted‘’ teacher, and will be eligible to be a registered teacher after acquiring qualified teacher status through the completion of in-service training. Later on, this ‘’permitted” teacher’ will be eligible for registration as a registered teacher simply through accumulation of teaching experience (Lai, 2007).

Important national information/issues on politics, economics, language, etc. After the establishment of the Special Administrative Region under Chinese sovereignty in 1997, the Education and Manpower Bureau (now, the Education Bureau) of the government, headed by the Secretary for Education, became responsible for formulating and reviewing education policies and overseeing the implementation of education programs.

Highlights In 2000, the Education Commission submitted the Reform Proposals for the Education System in Hong Kong to the Government and it was accepted for implementation. In the Progress Report of the Education Commission in 2006, seven main areas of education reform were


implemented: (1) curriculum reform including teachers’ professional development and training; (2) assessment mechanism: (3) language education; (4) support for schools; (5) professional development; (6) admission mechanism; and (7) increase in educational opportunities.

The three comprehensive universities, the University of Hong Kong, the Institute of Education and the Open University of Hong Kong, offer both pre-service and in-service teacher education programs for primary and secondary teachers. The former certificate level programs have been upgraded to four-year undergraduate programs in education leading to Bachelor of Education (B.Ed), Arts (B.A.) or Science (B.Sc.) in education degrees, including a practice teaching period of 14 to 16 weeks. However, the quality of new entrants has been a matter of concern. The examination grades of new students admitted to teacher education programs in the comprehensive universities generally are lower than those admitted to other disciplines (Lai, 2007).

There is also in-service training for staff in special educational settings. The Special Education Support and Placement Section of the School Administration and Support Division organizes a wide range of training in the form of sharing sessions, workshops, seminars and school-based programs for the development of teachers’ professional knowledge and skills. The Hong Kong Institute of Education runs a 120-hour training program on special education for primary, secondary and special school teachers from September 2004 onwards, including a series of theme-based training programs in collaboration with other professionals, tertiary institutions and overseas experts (Education Bureau, 2007).

In Honk Kong, once teachers have acquired qualified teacher status, that status remains valid throughout their teaching career. There is no professional development requirement for the purpose of re-licensing, except for those teachers who wish to apply for promotion to senior posts (Lai, 2007). In the absence of a firm policy commitment, untrained teachers have continued to join the teaching force. Nearly 25 percent of the newly-joined primary and secondary school teachers are still untrained. Absence of training requirements for people to obtain employment as teachers in Hong Kong has been a condition that maintains teaching as a low status occupation and results in a low level of professionalization (Morris, 2004).


Education Bureau (Former Education and Manpower Bureau

Secretary for Education

Consultative Committees

Education Commission The Standing Committee on Language Education and Research

The Advisory Committee on Teacher Education and Qualifications



Pre-Service: Three In-Service: Unknown, but most universities with teacher education programs and the local government Education Bureau will provide in-service training.

Enrollment

Pre-Service: 6,338 in 2007 (The Hong Kong Institute of Education, 2007) Strategic faculty details

Pre-Service: Normally, the appointed chairman or faculty members of the university teacher training program manage the training programs supported by the Education Bureau.


Pre-Service: Four years for the Bachelor’s degree, two years for the Master’s degree In-Service: 150 -180 hours

Name and Contact of Apex Organization

Pre-Service: Education Bureau In-Service: Education Commission and universities


Pre-Service: The Education Commission under the Education Bureau In-Service: A broad range of in-service courses is offered by most universities with teacher education programs and by local schools.


Pre-Service: 120 credits for a three-year undergraduate courses in Education. 60 – 80 credits for a Postgraduate Diploma in Education with a semester’s internship


Pre-Service: Textbook selection is at the university professor’s discretion How often are the teacher curricula revised and by what process?

Pre-Service: New revised teacher curricula include discipline studies (major subject studies), professional studies, complementary studies, general education and field experiences (Teaching Practice) (The Hong Kong Institute of Education, 2007).

Educational Networks: Name Contact Person Address/Email/Phone/Fax Education Bureau Mr. Michael M. Y. Suen

Secretary for Education Education Bureau 8/F. West Wing, Central Government Offices, 11 Ice House Street, Central, Hong Kong Tel: 2810 2657 Website: http://www.edb.gov.hkEmail: [email protected]


http://www.edb.gov.hk/

Education Commission

Rosana Wong Yick-ming, Chairman

Education Commission http://www.edb.gov.hk

Higher Education Division

Ms. Womg Pui man, Amy PAS (Higher Education)

Higher Education Division Tel: 3540 7468 Email:[email protected]

Professional Development and Training Division

Mr. LEE Yuk Fai, Steve PAS (Prof Dev & Training)

Professional Development Division Tel: 3150 8000 Email: [email protected]


Requirements for Entrance into Teacher Education Programs: Bachelor’s degree program, Senior Secondary School Diploma

Language Requirement: English and Putonghua (Mandarin)

Numbers of Months or Years of Minimum Education: 12 years of secondary school

Standards (Licensing of Teachers – Initial and Continuing): Entrance Examination/Test: Yes Probationary Period: Yes Licensure Renewal/Sustaining: Yes Evaluation and Rewards: Yes Continuing Education: Yes Pay/Salary Increase: Yes

Contact Information of Teacher Education Authority: Education Bureau: www.edb.gov.hk

Education Commission, The Advisory Committee on Teacher Education and Qualification: http://www.acteg.hk

Council on Professional Conduct in Education, Education and Research: www.cpc.edb.org.hk/english/news/htm

Teacher Education Institutes Chinese University of Hong Kong

City University of Hong Kong: www.cityu.edu.hk/cityu.index.html

Hong Kong Baptist University: www.hkbu.edu.hk

Hong Kong Polytechnic University: www.polyu.edu.hk

Lingnan University:

University of Hong Kong: www.cuhk.edu.hk/en/

Hong Kong Institute of Education: www.in.edu.hk

Open University of Hong Kong: www.ouhk.edu.hk/index.html

Hong Kong Shue Yan College: www.hksyc.edu/




http://www.acteg.hk/

http://www.cpc.edb.org.hk/english/news/htm

www.hku.hk

www.ied.edu.hk/index.html

References Education Bureau (2007). Teacher Training & Qualifications. Retrieved October 25, 2007, from

http://www.edb.gov.hk/index.aspx?nodID=2698&langno=1.

Education Commission (2006). Progress report on the Education Reform (4). Retrieved October 26, 2007.from http://www.edb.gov.hk/index.aspx?langno=1&nodeid =1275.

Lai, K. C. (2007). Qualifications of the teaching force in the Hong Kong special administrative region, China. In R. M. Ingersoll, et al (Eds.), A comparative study of teacher preparation and qualifications in six nations. Philadelphia: Consortium for Policy Research in Education.

Morris, P. (2004). Teaching in Hong Kong: Professionalization, accountability and the state. Cited in K. C. Lai (2007), Qualifications of the teaching force in the Hong Kong specials administrative region, China. In R.M. Ingersoll, et al (Eds.), A comparative study of teacher preparation and qualifications in six nations. Philadelphia: Consortium for Policy Research in Education.


http://www.hku.hk/

http://www.edb.gov.hk/index.aspx?nodID=2698&langno=1

INDIA INDIA

Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges The Teaching Profession has the largest number of members compared to other professions in India. In 1994/95, about 4.3 million teachers were working at the different levels of the education system. Of these, 2.7 million (66 percent) were working in primary and upper primary schools (Grades I-VIII) and 2,018,050 teachers were in government schools. Of the 1.5 million (or 34 percent) teachers in secondary and higher secondary schools (Grades IX-XII), 609,121 were in government schools. During the period 1990-95, the total amount of teachers at the different levels of education increased from 4.0 million to nearly 4.3 million, an increase of 6.5 percent. Gender analysis of the teaching profession indicates that there are three times more males than females. Although the number of female teachers has increased, their share in the total teaching force is very small––particularly in rural, remote and educationally backward areas. The number of women teachers in schools increased from 1,141,015 in 1987/88 to 1,343,667 in 1993/94.

Teachers Education: The Fifth All India Educational Survey (1986) indicated that about 87 percent of primary and upper primary teachers were trained––i.e., they have acquired a primary or elementary teacher training certificate after a one- or two-year course or a bachelor’s degree in education. There were, however, significant regional variations. The percentage of trained teachers at the primary and upper primary levels was more than 99 percent in the states of Haryana, Tamil Nadu, Chandigarh and Delhi. It was less than 50 percent in Arunachal Pradesh, Meghalaya, Sikkim, Nagaland and Tripura.

Of the total number of teachers working at the secondary and higher secondary levels, approximately 90 percent are trained, i.e. they have a bachelor’s degree in education. The percentage of trained teachers at both the levels is the highest in Chandigarh (99.8 percent and 100 percent, respectively) and the lowest in Assam (30.7 percent and 22.5 percent, respectively).

Teachers Environment: the classroom, school and community. A sample study carried out in 1990 determined that 42 percent of primary school teachers teach two or more classes. About 50 percent of upper primary/middle school teachers report that they teach four or more subjects. More than 60 percent of teachers teach about 50 students on average. On the other hand, at the secondary and higher secondary levels the teacher-pupil ratio was 1:16 in 1994/95.

The study further found that about one-fourth of primary school teachers teach 31-35 class periods and a similar number teach more than 36 class periods a week. In middle schools, nearly half of the teachers teach 31-40 class periods a week, whereas 12 percent teach more than 40 class periods. Besides teaching, elementary and secondary school teachers have to spend a fair amount of time on co-curricular activities, especially in private schools. In addition, teachers have to organize relief work, collect census data, participate in family planning campaigns and population control drives, facilitate the smooth conduct of elections etc.

Teachers are autonomous in the management of their own classes. They are encouraged to undertake experimentation and action research and are provided incentives, both at the state and national level. Every year, the National Council of Education Research and Training (NCERT) conducts an All India Competition of Innovations and Experiments undertaken by school teachers and teacher educators. Teachers are invited to submit papers on the basis of the work done by them in their schools. As many as fifty primary school teachers and twenty


secondary school teachers are given national awards. Similar awards are also available for elementary and secondary teacher trainers.

In the management of educational institutions, teachers may enjoy partnership in decision making. The School Education Acts in some states have a provision for the membership of teacher representatives on the managing committee of the institution. To ensure parental support, many schools have either Parent-Teacher Associations or Mother-Teacher Associations. Parents are invited periodically to the school to discuss the performance of their children. In some schools––particularly private schools––parents support the teachers in the organization of co-curricular activities, art education activities and work activities by providing the materials required.

In every state, teaching and non-teaching staff have their unions/associations. These organizations have powers of collective bargaining to secure better service conditions for their members Framework: Education framework, vision, and policies Current educational priorities and concerns

The National Policy on Education (NPE), as updated in 1992, and the 1992 Plan of Action (POA) provide for several key strategies. Among the distinguishing features and recommendations of this policy, the following should be mentioned: • increasing reliance on social mobilization to promote basic education; • emphasis on pre-primary education; • decentralization, with the district as the unit of planning for implementation of elementary

education and adult literacy; • formulation of strategies based on micro-planning at the grassroots level to ensure

children’s retention in school; • introduction of Minimum Levels of Learning (MLL) in schools to improve learner’s

achievement; micro-planning will provide the framework for universal access and universal participation, while MLL would be the strategy for universal achievement;

• integration of adult literacy and non-formal education programs with vital national concerns such as the small family norm, health care, environment and nutrition;

• provision of essential facilities in schools; • adoption of a child-centered, activity-based approach; • establishment of District Institutes of Education and Training (DIET) for the pre-service and

in-service training of teachers for elementary schools and for personnel employed in non-formal and adult education programs.

In addition, teachers are being increasingly involved in the development of textbooks, child-centered and activity-based methods of teaching in schools, and examination strategies are being formulated to assess the ability to understand rather than the ability to memorize. The examination system is under permanent review through the introduction of continuous and comprehensive evaluation. Highlights

• Elementary teacher training institutions are of three types: government, privately aided and privately unaided. Recently, District Institutes of Education and Training (DIETs) have been set up in all the states. An important feature, besides providing pre-service teacher education,


is that DIETs also provide in-service education to teachers. They are fully financed by the central government.

• Secondary teacher education institutes are of three types: government, privately aided and privately unaided. The Regional Institutes of Education (RIE) are government-funded. Recently, the University of Delhi also started a four-year program in elementary education leading to a Bachelor’s degree in Elementary Education.

• Pre-school teacher training institutions are mostly unaided, private institutions. Government Infrastructure of Teacher Education System: The National Council of Educational Research and Training (NCERT) was established as an autonomous institution in 1961. One of its major objectives is to promote teacher education. The NCERT conducts research, development and training programs and also plays a role in dissemination of information through its constituents: the National Institute of Education, New Delhi; the Central Institute of Educational Technology, New Delhi; four Regional Institutes of Education, located at Ajmer, Bhopal, Bhubaneswar and Mysore; the Central Institute of Vocational Education, Bhopal; and field offices in major states. At the state level, functions similar to those of the NCERT are performed by the SCERT.

The pre-service teacher education programs at the Regional Institutes of Education (RIEs) incorporate innovative features such as integration of content and methodology of teaching, long-term internship of teacher trainees in the actual classroom setting, and participation of students in community work. The RIEs also undertake the training of key personnel of the states and of state level institutions and training of teacher educators and in-service teachers.

The National Council for Teacher Education (NCTE) was established in May 1973 by a Government resolution to advise central and state governments on all matters pertaining to teacher education. Until 1993, the NCTE’s status and role have been purely advisory as it did not have statutory powers to enforce its guidelines. As per the provisions laid down in the 1986 NPE and in the Program of Action for its implementation, the NCTE was conferred statutory status by a Parliamentary Act in 1993, with effect from May 1995. The Act provides for establishment of the NCTE with a view to achieving planned and coordinated development of the teacher education system throughout the country, as well as regulation and proper maintenance of norms and standards.

The main objective of the NCTE is to achieve planned and coordinated development of the teacher education system throughout the country, the regulation and proper maintenance of Norms and Standards in the teacher education system and for matters connected therewith. The mandate given to the NCTE is very broad and covers the whole gamut of teacher education programs including research and training of persons to equip them to teach at pre-primary, primary, secondary and senior secondary stages in schools, and non-formal education, part-time education, adult education and distance (correspondence) education courses.

The District Institutes of Education and Training (DIETs) were established for conducting pre-service and in-service training of teachers for elementary schools and for personnel employed in non-formal and adult education programs.

In-service training of teachers is offered at the central, state, regional, district and sub-district levels. At the national level, in-service training programs are developed by the following institutions: the National Council of Educational Research and Training (NCERT); the National Institute of Educational Planning & Administration (NIEPA); the Central Institute of English and Foreign Languages (CIEFL), Hyderabad; and the Central Institute of Indian Languages (CIIL), Mysore. At the regional level, there are RIEs located in the four regions of the country. One Regional Institute has been set up recently at Shillong for the states in the north-eastern part of


http://www.ncte-in.org/normsstd.htm

India. At the state level, programs are mainly offered by the SCERT, the State Institute of Education, the State Institute of Science Education, the Institute of Advanced Study in Education, Colleges of Teacher Education and State Institutes of Educational Technology. At the district level, there are District Institutes of Education and Training and In-service Training Institutes.


Pre-Service: 1,179 elementary teachers’ training institutions, including 424 District Institutes of Education and Training (DIET) set up by the states. 586 secondary colleges of education including four Regional Institutes of Education (RIE), constituent units of the NCERT. In-Service: 424 District Institutes of Education and Training (DIET)

Number of years to complete Pre-Service: One to two years for pre-school teacher training: Two years, in most states, while in others it is one year, for elementary teacher education. One year for secondary education teacher training, except for the Regional Institutes of Education (RIEs) that offer a four-year integrated course for secondary teachers.

Name and Contact of Apex Organization The National Council of Educational Research and Training (NCERT) +91-11-26560620, +91-11-26864811-820 +91-11-26868419 (FAX)


Pre-Service: -The curriculum for primary teacher education is developed by state governments/state boards of teacher education. -The curriculum for secondary teacher education is developed by universities. - The NCERT has developed model curricula for elementary and secondary teacher education. State governments and universities may adopt or adapt them in their teacher education programs.


Pre-Service: The 1991 curriculum for both primary and secondary levels had the following components and time allocation: 1. Foundation courses (20 percent): Education in emerging India; Educational

psychology. 2. Stage of relevant specialization (30 percent): Elementary education and teacher's

functions; language teaching: teaching of mother tongue; teaching of English language; teaching of mathematics; teaching of environmental studies (science); teaching of environmental studies (social studies); teaching of health and physical education; teaching of art; teaching of work experience.

3. Additional specialization (10 percent): Science teaching/social studies teaching/pre-school education; Elective (one): adult education; non-formal education; social


education; tribal education; multi-grade teaching; population education; special education; educational technology.

4. Practicum (40 percent): Practical Work; Internship in teaching (in primary and upper primary classes).

The pedagogical component represents 80 percent of the curriculum, which lays a great deal of emphasis on teaching through child-centered, activity-based and cooperative learning approaches.


Pre-Service: The curriculum for primary teacher education is reviewed from time to time by state governments/state boards of teacher education. The curriculum for secondary teacher education is reviewed and updated periodically, in light of changes in the school curriculum, advances in pedagogical science, societal demands, technological advancements and changes in the socio-economic structures of the country. The NCERT revises its model curricula occasionally.

Educational Networks: Name Contact Person Address/Email/Phone/Fax National Council of Teacher Education (NCTE)

Dr. Shardindu Chairperson Prof. S.K. Thakur Vice Chairperson Mr. V.C. Tewari Member Secretary Mr. N. Mohandas Deputy Secretary

Hans Bhawan, Wing II, 1, Bahadur Shah Zafar Marg, New Delhi - 110 002. 011-23370114(Off) 23370116(Fax) 011-23370178(Off.) 23370178(Fax) [email protected] 011-23370182(Off.) 23370128(Fax) [email protected] 011-23370163(Off.)

Northern Regional Committee (NRC) , NCTE

Regional Director, NRC

A-46, Shanti Path,Tilak Nagar, Jaipur – 302004 0141-2623501, 2622661(Off.) 0141-2620116(Fax) [email protected]

Western Regional Committee (WRC), NCTE

Regional Director Manas Bhawan, Shyamla Hills, Bhopal - 462002 0755-2739672(Off.) 0755-2422861(R) 0755-2660912(Fax)

Eastern Regional Committee (ERC) (NCTE),

Regional Director, Eastern Regional Committee

15, Neel Kanth Nagar,Nayapalli, Bhubaneshwar - 751 012. 0674-2395793, 2393873(Off.) [email protected]






Southern Regional Committee (SRC) , NCTE

Regional Director (SRC) C/o HMT Ltd.,1st Floor, CSD Building, Jalahalli, Bangalore - 560 031 080-28386751, 23451468 (Off.) 23451467, 23451514(Fax) src@ncte

The National Council of Educational Research and Training (NCERT)

Shri P. Rajakumar Publications: Textbooks, Journals N Prof. Santosh Sharma National Curriculum Framework / Syllabus

91-11-26852261 91-11-26965212 +91-11-26527044

Pre-requisites: Pre-service teacher education system entrance requirements: Requirements for Entrance into Teacher Education Programs: - A secondary or a higher secondary examination (i.e. 10 or 12 years of education) for admission into the pre-school teacher education program.

-10 to 12 years of education for admission into the elementary teacher education program. (Recently, most states have prescribed 12 years of education as the minimum requirement, though some of them still maintain the entry qualification of having passed the secondary school examination)

- Graduation (in science, social sciences, humanities, commerce, agriculture etc. for admission into the secondary teacher education.

- In order to be recruited as a lecturer in a university or college the following qualifications are required: (a) qualifying in the National Test conducted by the University Grants Commission (UGC) or any agency approved by it; and (b) a Master’s degree with at least 55 percent in marks or the equivalent grade and a good academic record.

Standards (Licensing of Teachers – Initial and Continuing): Licensure of teachers:

Pay/Salary Increase: In most states, the promotion of teachers in government primary and secondary schools is either on the basis of seniority or seniority-cum-merit. Acquiring higher qualifications also helps in promotion, provided that a departmental vacancy exists, which suits the qualifications of the candidate.

The professional skills of teachers in all categories of educational institutions are determined by the regulations of the State Education Departments and examining bodies. The level of professional skill required is fixed in terms of academic and professional qualifications which are taken into consideration for granting recognition and affiliation. Therefore, institutions of various types set up in the public and private sectors adhere to the norms prescribed by the states.


All India Council for Technical Education: www.aicte.ernet.in/ Central Board of Secondary Education: www.cbse.nic.in/ Central Institute of Indian Languages: www.ciil.org/



http://www.aicte.ernet.in/

http://www.cbse.nic.in/

http://www.ciil.org/

Department of Education, Ministry of Human Resource Development: www.education.nic.in/ National Council of Educational Research and Training: www.ncert.nic.in/ National Council for Teacher Education: www.ncte-in.org/ National Institute of Educational Planning and Administration: www.niepaonline.org/

References WORLD DATA ON EDUCATION Web edition, 2004 UNESCO International Bureau of Education Geneva, Switzerland


http://www.education.nic.in/

http://www.ncert.nic.in/

http://www.ncte-in.org/

http://www.niepaonline.org/

INDONESIA Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges High quality teachers are the key ingredient in student achievement. Students struggle to learn if they do not have properly prepared teachers. If the university is effective in preparing high quality teachers, students will perform better academically. It is, therefore, important to improve the quality of teacher education.

Framework: Education framework, vision and policies Teacher education candidates should have both subject knowledge and a strong base in pedagogy. Teacher education candidates should be given a wide range of support including liaison staff assigned to the institution. They should be provided assistance with project design and implementation to cover workshops and disseminate research.

Strategic Plan: strategies and plan of the country on teacher education, training and development Educational quality can be improved by giving attention to strengthening teacher training and improving the school learning environment. It is important to develop a more comprehensive system of teacher professional development by strengthening the capacity of educators and administrators to initiate, facilitate and promote school improvement at the local level. Strategies to be implemented include decentralized teacher training, school-based management, university partnerships, information and communication technologies and public- private alliance.

Government Infrastructure of Teacher Education System: The Minister of Education General Director of Higher Education Director of Teachers’ Training Development Rectors of Universities and academics of Colleges (offering Teacher Education Programs) Deans of Faculties Department Heads Lecturers Teacher Education Institutions:


Pre-Service: 81 (state), 2,347 (private)

Enrollment Pre-Service: 279,605 (state)


Pre-Service: One year (Certificate), three years (Diploma/associate degree), four years (Bachelor Degree) In-Service: Three months



Prof. Dr. Bambang Sudibyo, The Minister of Education, Ministry of National Education of Indonesia Teacher Education Curricula (i.e. content of TE programs): Who determines the content (subject matter & pedagogy)?

Pre-Service: School and Department of Education committees of the various institutions prepare the content based on the guidelines from the Ministry of National Education In-Service: School and Department of Education committees


Pre-Service: 120 – 150 credits to obtain a Bachelor’s degree In-Service: Depends, normally three months


Pre-Service: Teachers, committees, freelance authors In-Service: Teachers, committees, freelance authors


Pre-Service: Every two years, Faculty meetings In-Service: Every two years, Faculty meetings

Educational Networks: Name Contact Person Address/Email/Phone/Fax Minister of National Education of Indonesia

Prof. Dr. Bambang Sudibyo, The Minister

Jl. Pintu I Senayan, Jakarta, Indonesia. Phone: 62-21-5794 6070

Minister of National Education, Directorate of Teachers Training Development

Prof. Dr. Sukamto, Director Jl. Pintu I, Senayan, Jakarta, Indonesia. Phone: 62-21-5794 6070

Pre-requisites: Pre-service teacher education system entrance requirements: Language Requirement: Indonesian

Numbers of Months or Years of Minimum Education: High School graduates

Alternative Process for qualifying for entrance: Pass entrance examination

Standards (Licensing of Teachers – Initial and Continuing): Entrance Examination/Test: Yes Probationary Period: Yes Licensure Renewal/Sustaining: Yes Evaluation and Rewards: Yes Continuing Education: Yes Pay/Salary Increase: Yes


Contact Information of Teacher Education Authority: Prof. Dr. Sukamto, Director Department of National Education of Indonesia, Director of Teachers’ Education Development, Jl. Pintu I Senayan, Jakarta, Indonesia Phone: 62- 21- 5790 6070. Fax: 62- 21- 5794 6070 More information can be found on the following websites: The Indonesia Ministry of National Education: www.depdiknas.go.idDirectorate of Teachers’ Training Development: www.dikti.org


http://www.depdiknas.go.id/

http://www.dikti.org/

IRAN

Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges Public and Private Education: Public schooling is the dominant system in Iran's education system. However, in the big cities like Tehran there are also large numbers of private schools to serve the many students in the area.

Teacher training in Iran: Fields such as Education, Educational Administration, Educational Planning, and Counseling specifically aim to prepare students in higher education to work in the education system. Moreover, Science students may take 20-24 credits in teacher training (i.e. from the Departments of Education) and become certified teachers in the field of Mathematics and Science.


Enrollment

In-Service: Teachers in public schools are required to be engaged in in-service education. In-service education is used by the Ministry of Education as a tool to manage change in the education system. The teachers who pass in-service education programs are eligible to receive a certificate for their training. In-service certification would be considered an important factor in teachers' evaluations and add to their credentials. Teachers have to pass several assessments after they start their in-service programs at universities. Schools have contracts with universities and send their teachers to these universities to pursue in-service credentials.


Pre-Service: At the Payame Noor University, the period of study for students for the Bachelor’s degree is up to 20 semesters (10 years) depending upon their progress and pace of study. A total of 132-141 credits are required for a Bachelor’s degree (Payame Noor University, 2007). At the Tarbiat Moallem University, the Faculty of Psychology and Education is one of the oldest faculties, and has many departments including: Psychology, Guidance and Counseling, Foundations of Education and Educational Technology. In the Department of Foundations of Education, there are only a few undergraduate programs. The Department of Guidance and Counseling offers two Bachelor’s programs: (a) Guidance and Counseling, and (b) Education of Exceptional Children, with emphasis on children with intellectual disabilities. The Department of Educational Psychology offers an associate diploma as well as a Bachelor’s degree program in librarianship in addition to a Bachelor’s program in Pre-primary and Primary Education. There is also a Faculty of Physical Education and Sport Science, which is composed of two departments: Boy’s Physical Education and Girl’s Physical Education. The Departments offer undergraduate programs in Physical Education (Tarbiat Moallem University, 2007). In-Service: In-service education and postgraduate teacher education at Payame Noor University involves study at the postgraduate (i.e., Master’s level). The Master’s degree programs on offer at this level related to Education include Education (Curriculum Planning, History and Philosophy of Education) and Physical Education and Sports Sciences (Payame Noor University, 2007). At the Tarbiat Moallem University, the Department of Foundations of Education offers some graduate/postgraduate programs.


These include Educational Administration, Curriculum Development, History and Philosophy of Education, and Educational Research at the Master’s level, and Philosophy of education, Curriculum Development, and Educational Administration at PhD level. At the postgraduate education level the Departments of Boy’s Physical Education and Girl’s Physical Education offer Master’s and PhD programs in Motor Learning, Motor Development, Sports Administration and Sports Physiology (Tarbiat Moallem University, 2007). Note: Pre-service teacher education at the Payame Noor University includes the following undergraduate degree levels (Payame Noor University, 2007).

1. Associate degree Students who successfully complete 70 credits, but fail to pursue their studies towards a Bachelor’s degree, will be awarded an Associate degree.

2. Bachelor’s degree Programs related to education are: Education (Management and Curriculum Planning of Pre-school and School Education), English Language and Physical Education and Sports Sciences.

Teacher Education Curricula (i.e. content of TE programs) : Who writes the text books?

Pre-Service: The system of instruction is based on several media. The most important of which is textbooks developed for independent study. Almost all courses hold a limited number of optional tutorials during each semester (Payame Noor University, 2007).

Pre-requisites: Pre-service teacher education system entrance requirements: Requirements for Entrance into Teacher Education Programs: Applicants for the Bachelor’s degree are required to be secondary school graduates with an acceptable grade point average (GPA) in their written examination. The GPA is specified by the Payame Noor University annually. The regular degree programs are offered to those who pass the National University Entrance Examination held annually by the National Educational Assessment Organization (Payame Noor University, 2007).

Alternative Process for qualifying for entrance: Alternative entry at the Payame Noor University of Iran means that applicants no longer need to attend the National University Entrance Examination. Admitted students will study conditionally for one semester. If they succeed in the final examination of the first semester, they will be able to continue their studies, otherwise they will be withdrawn (Payame Noor University, 2007).

Standards (Licensing of Teachers – Initial and Continuing): Licensure Renewal/Sustaining: A Teaching Certificate is required for employment at almost all of the public schools in Iran. However, most private schools do not follow the same procedure of Certification as public schools. Employment in private schools is mostly based on personal relationships/networks and principals' personal approaches.

References In creating the content of this form information was used from the following websites:


Tarbiat Moallem University: www.tmu.ac.ir/faculty.html (accessed 7/11/2007)

Payame Noor University: www.pun.ac.ir/English/index.asp (accessed 7/11/2007)

Although the website of Amozesho Parvaresh (www.edu 3.ir) was provided, this was not in English and therefore could not be accessed.


JAPAN

Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges Japanese teachers see themselves as professionals who have a sense of pride in their profession. They enjoy a career that provides them with a handsome pay scale, job autonomy; the high sense of accomplishment, and a collaborative community with their colleagues that affords them chances to grow and develop as educators (Fujita, 2007). The majority of teachers remains in the teaching profession and only leaves it at retirement age (Japanese Ministry of Education Data, 2004). Teachers at different school levels have been trained at three levels of education. Most of the upper secondary teachers have graduated from general colleges and universities, while teachers in the public and national schools have graduated from the normal colleges and universities; and the private school teachers have graduated from general colleges and universities at all three levels (Japanese Ministry of Education, 2004).

However, at all levels of public education in Japan, teachers have maintained a strong sense of professionalism and have been dedicated career educators. Teachers have been confronted with a number of societal problems, which challenge them in their many roles. A number of issues have arisen related to the quality of teaching and teacher training. Among the targets of teacher education reforms (started in 1980) are teachers’ subject knowledge and teaching skills, teachers’ interpersonal relationships with their students, guidance and counseling, classroom management, as well as teachers’ decline in confidence, dedication and morality (Fujita, 2007).

Framework: Education framework, vision, and policies Major reform trends have included the reorganization of both the school system (the 6-3-3-4 system) and classroom-level practices toward values of ‘’technicism,’’ ‘’testism’’ marker competition, as well as individualism. There also are increased calls for decentralization, deregulation and devolution of school management, curriculum design and policy-making power. To improve the quality of teachers, systematic policies are promoted throughout the fostering, hiring and on-the-job training stages. The Ministry of Education, Culture, Sports, Science and Technology (MEXT) is making improvements to the teacher training curriculum related to obtaining a teacher certificate from a university, and is urging the Prefectural Boards of Education (local administrative units), etc., to institute improvement in the processes of the teacher appointment system in order to place more importance on evaluation of a person (MEXT, 2007).

Strategic Plan: strategies and plan of the country on teacher education, training and development Education reform in Japan is an ongoing process. Starting from 2004, the Ministry of Education has focused on the improvement of the quality of teachers. Many new improvements in teacher education levels promoted by the Ministry of Education are: (1) to enhance teacher training based on levels of teaching experience; (2) social experience training in Prefectural Board of Education; and (3) to encourage self-training by teachers. Moreover, the National Center for Teachers’ Development is implementing training for key principals and vice-principals. MEXT is also urging the local administrative units (Prefectural Boards of Education) to make efforts to improve and enhance teacher evaluation, which effects decision making related to promotion, salary etc. Reform of the teacher qualification renewal system is being considered (MEXT, 2007).

Important national information/issues on politics, economics, language, etc. There has been a decline in the school-age population in Japan in recent years. The job


opportunities for prospective teachers are limited and only about 30 to 40 percent of graduates of teacher training colleges are able to secure employment in public schools. In the next 10 years, however, job opportunities will expand dramatically due to the mandatory retirement of a large number of teachers (Fujita, 2007).

Highlights The Ministry of Education, Culture, Sports, Science and Technology (MEXT) puts great emphasis on curriculum-secure improvement of “academic ability” and promotes “moral education.” In addition, the textbooks used in the elementary and secondary schools, as stipulated by the School Education Law, must be either those authorized by the Ministry of Education (MEXT) or those whose copyright MEXT owns.

In order to recruit quality teachers, the so-called “Human Resources Recruitment Law” (enacted in 1974) has meant that the salary for teachers has been raised three times since 1974. (Ministry of Education, 2007)

A. After World War II, the Japanese Education Reform Committee incorporated teacher education into the university system. This strengthened its academic component and led to a broader education, including liberal arts, in the program not directly controlled by the central government. This open system allows faculties or departments in universities, other than colleges of education, or even junior colleges, to develop and offer teacher preparation programs. Because of this “open system” a large number of teachers (one-third of the total number of college and university graduates in Japan) have received their preparation in faculties other than colleges of education (US Department of Educational Study, 1985).

B. One new development in higher education in Japan is the incorporation of national universities. This followed the passing of legislation entitled “National University Corporation Law.” Started in April 1999, incorporation began in April 2004. This is part of a national education reform to establish an appropriate three-way relationship between the government, national universities and the public, and to establish an independent, autonomous and dynamic administrative framework at each university, to enable each university to be revitalized by learning from other universities in a competitive environment and giving full play to their capacity and individuality. The incorporation of national universities will have a strong effect on the overall national teacher education system (Ministry of Education, 2007)

Pre-service teacher training in Japan takes the form of many different types of classes. For secondary (lower and upper) teachers the major emphasis is the subject matter to be taught in schools such as mathematics, history, etc. The pre-service curriculum is composed of three categories: (1) the pedagogy subjects including such courses as Purpose of Education, Sociology of Education, Curriculum and Teaching, Moral Education and Pedagogy; (2) the psychology subjects have been composed of e courses in Development Psychology and Guidance and Counseling, and (3) the practicum and related subject requirements such as Physical Education and the Japanese Constitution (WikEd, 2007).

Japan has a multidimensional, continuous and systematic in-service teacher training program. Five levels of teacher training, as defined by the Ministry of Education, are at the national level: the Prefectural Board of Education level (local administrative units); the Municipal Board of Education level; the school level; and the level consisting of voluntary educational associations, groups, and the training of individual teachers (Fujita, 2007). At the level of prefectures and large cities, induction training has been provided for newly appointed teachers; teachers with five, 10 or 20 years of experience; and training for curriculum coordinators, student guidance coordinators, vice principals and principals. The long-term (one- or two-year) training programs have been conducted in universities, research centers or private companies (Fujita, 2007).


The nongovernment organizations such as Japan Teachers’ Union (JTU) and the General Council of Japanese Trade Unions (Sohyo) play significant roles in providing support for teachers and in urging the government to improve social security, wages, benefits and working conditions (US Department of Education Study, 1985).


Source: http://www.mext.go.jp/english/org/struct/001/image/001_021.gif The Ministry of Education, Culture, Sports, Science and Technology (MEXT) controls the education system at the national level by deciding the curriculum and educational standards. In addition to the national level, there are local administrative units called the “Prefectural Board of Education.” These units designate the core municipality, the municipal board of education, others that comprise the body or group for educational studies and the Individual teachers participating in the teacher education training programs. Teacher Education Institutions:


Pre-Service: As of April 1, 2006, there are 570 four-year colleges and universities, which have accredited teacher training programs (77 national, 44 public and 449 private universities); 280 junior colleges (7 national, 14 public and 266 private (Japan Ministry of Education, 2004). In-Service: Training is provided at different levels for specific purposes. Training is provided by the government at the national level, local levels, the school level and at the individual teacher level.

Enrollment

Pre-Service: 92,760 in 1970. 142,961 in 2005 In-Service: Numbers vary according to the teacher training scheme.



Pre-Service: The on-campus teacher training programs are managed by the university professors, while the off-campus programs, which take place in the teacher training centers, are organized by local resource persons and voluntary associations. In-Service: Training is offered at different levels. University professors, superintendents of the local Board of Education, or distinguished persons in the community are guest speakers at the training sessions.

Number of years to complete Pre-Service: Four-year courses leading to a Bachelor’s degree at the university level. Three years are required for the Master’s degree and the following three-year courses lead to a PhD. At the junior colleges, it takes two to three years of study leading to the associate degree. In-Service: The length of time to complete training programs varies across the different types of teacher training programs. The number of years of in-service teaching experience designates the number of training hours for specific purposes.

Name and Contact of Apex Organization Pre-Service: MEXT. In-Service: The Prefectural Board of Education with the collaboration of the MEXT.


Pre-Service: The Ministry of Education and the Prefectural Board of Education In-Service: The Prefectural Board of Education based on the prescribed curriculum, designed by the MEXT.


Pre-Service: Varies among different classes of certificate and degrees. Who writes the text books?

Pre-Service: Teacher training institutions are responsible for the textbooks How often are the teacher curricula revised and by what process?

Pre-Service: Every 10 years Educational Networks: Name Contact Person Address/Email/Phone/Fax Ministry of Education, Culture, Sports, Science and Technology (MEXT)

Minister of Education, Culture, Sports, Science and Technology (MEXT)

2-5-1 Marunouchi-ku, Tokyo 100-8959, Japan Tel: +81-(0)3-5253-4111 (Reception) Website: http://www.next.gov.jp

Prefectural Board of Education Municipal Board of Education The Central Council for Education

Lifelong Learning Policy Bureau Sachigo Kamogawa Director-General

Ministry of Education, Culture, Sports, Science and Technology

Japan Teachers’ Union (JTU) of


http://www.next.gov.jp/

Nikkyoso in Japan The General Council of Japanese Trade Unions (Sohyo)

Pre-requisites: Pre-service teacher education system entrance requirements: Requirements for Entrance into Teacher Education Programs: Senior high school graduates for the Bachelor’s degree. Admission at colleges and universities is highly competitive. The written exam covers Japanese Language Literature, Mathematics, Science, Foreign Language and Social Science

Language Requirement: Japanese literature and foreign languages (mostly English) Numbers of Months or Years of Minimum Education: 12 years minimum of school education for undergraduate courses.

Standards (Licensing of Teachers – Initial and Continuing): Entrance Examination/Test: Yes, very competitive Probationary Period: Yes Licensure Renewal/Sustaining: No Evaluation and Rewards: Yes Continuing Education: Yes Pay/Salary Increase: Yes There are three levels of teacher’s certificates in Japan, Those who hold a Master’s degree are classified at the “advanced level”, a Bachelor’s degree holder is entitled to the first level certificate; and the junior college degree holders are classified at the second level certificate, which is a temporary certificate valid for 15 years. In addition to these three levels of certificates, there are three types of certificates: (1) the general certificate (a non-subject-specific certificate for elementary school teachers); (2) a special subject certificate in specialized fields such as Music, Art, and Home Economics; and (3) the subject-based certificate for all secondary school teachers.

There are certain requirements for obtaining the different certificates delineated by the Ministry of Education. The applicant must (1) graduate from a university with a teacher training program accredited by the Ministry of Education; (2) acquire all the prescribed credits for both subject courses and pedagogical and guidance courses; and (3) participate in a three-week teaching practicum for all levels of teacher’s certificate and a one-week nursing care internship for elementary and junior high school teacher’s certificates. Upon completion of these requirements, the Prefectural Board of Education will issue a teacher’s certificate. However, the acquisition of a teacher’s certificate does not guarantee employment.

Contact Information of Teacher Education Authority: Ministry of Education, Culture, Sports, Science and Technology (MEXT)

Lifelong Learning Policy Bureau, Ministry of Education, Culture, Sports, Science and Technology

Japan 2-5-1 Marunouchi Chiyoda-Ku, Tokyo 100-8959, Japan


Website: http://www.mext.gov.jp. References Fujita, H. (2007). The qualifications of the teaching force in Japan. In R. M. Ingersoll, et al.

(Eds.), A comparative study of teacher preparation and qualifications in six nations. Philadelphia: Consortium for Policy Research in Education.

The Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2007). School education. Retrieved November 11, 2007, from http://www.mext.gov.jp

US Department of Education Study. (1985). Japanese education system – The teaching profession. Retrieved November 11, 2007, from http://members.tripod.com/h_ javora/jed4.htm.

WikEd. Japanese pre-service education. Retrieved November 11, 2007, from http:// wik.ed.uiuc.edu/index.php/Japanese_Pre-service_Education


http://www.mext.gov.jp/

http://www.mext.gov.jp/

http://members.tripod.com/h_ javora/jed4.htm

http://members.tripod.com/h_ javora/jed4.htm

KAZAKHSTAN

Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges The primary and secondary teachers in Kazakhstan are trained at Pedagogical institutes and colleges, undertaking a four-year program for undergraduates. Educational systems, including Teacher Education, are centralized and the Ministry of Education has responsibility for the education policy and curricula design. Standards and curricula are developed by the faculty and scholars (Curricular-methodical Entity –CME) of the leading Pedagogical institute in Almaty named after Abai and disseminated to the other institutes after the approval of the Ministry of Education

Framework: Education framework, vision, and policies A National Concept of Higher Pedagogical Education (2003). Highlights A. The emerging issues and challenges are (1) A national system of teacher education (e.g., a common set of national professional standards, textbooks especially in Kazakh); (2) Induction; (3) Practicum and partnership between universities and schools to prepare teachers; (4) Mentoring beginning teachers;(5) The necessity of ongoing professional learning;(6) Settings for professional learning; (7) Learning communities and networks; (7) Learning to foster creativity and innovation; (8) Professional learning needs of teachers of science, technology and mathematics; (9) Professional learning for educational leaders; (10) Articulation of an inclusive framework for professional learning; (11) A greater transparency in the funding of teacher education. Government Infrastructure of Teacher Education System: The highest authority is the Ministry of Education. Teacher training colleges report directly to the Ministry of Education Teacher Education Institutions: Number of institutes

Pre-Service: Eight (higher education) (Six colleges preparing elementary teachers are not considered as higher education) In-Service: 17 institutes, One – on the National level, Two – city level and the rest on regional level


Pre-Service: Four academic years In-Service: One to three months


Pre-Service: CME and approved by Ministry of Education


In-Service: The National institute gives only directions. Institutes are free to develop courses on their own.


Pre-Service: No special organization. Mostly textbooks in Russian and some are translated into Kazakh In-Service: Whatever teachers can find


Pre-Service: CME decides

Educational Networks: Name Contact Person Address/Email/Phone/Fax Council of presidents of Pedagogical Institutes

Sadykov, Tomuhamed Salmenovich –chairperson

Almaty, Tole-bi St, 31 Tel 727-2916339

CME (curricular-methodical entity)

Kosov, Vladimir Nikolaevich –deputy chairperson

Almaty, Tole-bi, 31 Tel: 727-291-83-82; e-mail: [email protected]

Association of Higher education institutions

Alshanov, Rahman Alshanovich – chair

Almaty, Djambyl St., 25 Tel: 727-2930502

Pre-requisites: Pre-service teacher education system entrance requirements: Requirements for Entrance into Teacher Education Programs: National Test including Math\Kazakh (or Russian)\History of Kazakhstan\major subject

Language Requirement: Kazakh and Russian Numbers of Months or Years of Minimum Education: High school – 11 years

Alternative Process for qualifying for entrance: After college for elementary teachers

6. Standards (Licensing of Teachers – Initial and Continuing): Licensure Renewal/Sustaining: Every five years teachers go to In-service Institute and get certificates from taking courses

Pay/Salary Increase: Depends on number of years in profession



KYRGYZSTAN

Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges After the collapse of the USSR, Kyrgyzstan became an independent Central Asian state in 1991. Since its independence, there have been enormous changes in the political, social and economic life of the young state, which strives to become a democratic and aspiring market-oriented economy. Its education system has also begun experiencing changes. However, most of the reforms in this area continue to be short-term and ever-changing. Economic hardship does not allow the continuation of the previously state-funded teacher retraining system, which further creates deteriorating quality education in the schools. On one hand, the country continues to follow the Soviet in-service teacher education system and procedures that have been hard to accomplish. On the other hand, 'lip service' reforms continue to irritate teachers who are left in uncertainty and despair.

Strategic Plan: strategies and plan of the country on teacher education, training and development Raise the status and professionalism of teachers and administrative staff by improving salaries, retraining and capacity building

• Bring the system of training and continuous education of teachers in line with the requirements of the new curriculum and a competence-based approach. • Diversify continuous education programs. • Strengthen the management capacity of Directors and Deputy Directors of General Education schools (i.e. primary and secondary schools) • Raise teachers' salaries to the national average and change the teachers' incentive system. • Introduce independent professional attestation of teachers based on competence-based criteria.

Important national information/issues on politics, economics, language, etc. The school system in the Kyrgyz Republic is multilingual: 63.9 percent of students study Kyrgyz, 24.5 percent Russian, 13.5 percent Uzbek and 0.3 percent Tajik. Korean, Dungan, Hebrew, German, Turkish and other languages are also learned as native languages.

Highlights Provision of textbooks to schools being taught in Kyrgyz is 85.5 percent, Russian – 88.9 percent, Uzbek – 77.2 percent and Tajik – 90 percent. Overall provision of textbooks in the country is 85.4 percent (in the 2005/2006 academic year the average provision of schools with textbooks was 77.4 percent).

Currently, 74,000 school teachers work in the educational system of the Kyrgyz Republic, of whom 68 percent have higher education, 21 percent have secondary professional and 10 percent have incomplete higher education.

The ministry is responsible for developing curriculum, setting national standards and educational policy, developing certification examinations, and awarding degrees. The ministry is divided into departments for general education, higher education, and material support. Below the ministry level, the education hierarchy includes the six provinces and the separate city of


Bishkek, representatives from each of which provide input to the ministry on local conditions. The level of basic local administration is the district (rayon), where the district education officer hires faculty and appoints school inspectors and methodology specialists.

Secondary school teachers are trained in pedagogical secondary establishments but, nowadays, 71 percent are higher education graduates. All teachers must take part in in-service training courses every five years. This is being undertaken by the Kyrgyz Institute of Education. Higher education teachers must hold a Candidate of Science or a doctoral degree.

Teacher retraining has been a major focus of the state, and in 1992 the Kyrgyz Institute of Education, a major training institution, opened a retraining department. In Osh, the second largest city, a Skills Improvement Institute for practicing teachers has also enjoyed some success.

Training & Qualifications: Thirteen higher education institutions offer teacher training, along with four dedicated teacher training colleges. Prospective teachers attend these institutions for five years before graduating. In 1999 teacher training colleges enrolled 14,000 students, and each year the nation graduates 1,000 to 1,500 new teachers. In view of the high birth rates, this number is insufficient to meet the demand. Moreover, the loss of teachers, particularly in rural areas where demand is highest, is cause for concern. Finally, there is a shortage of teachers in English, Kyrgyz, mathematics and all the sciences. There are no teachers' unions or associations in Kyrgyzstan.

Government Infrastructure of Teacher Education System: The education process lacks a competence-based approach, which results in formalized training. State educational standards have been developed by Training-Methodological Associations (TMA) without involving professional groups that know the content of the profession and there is no external procedure for assessing the competence of graduating students.

Assessing the performance of HEI, licensing and attestation of educational institutions remain serious problems. Practice shows that in recent years no HEI has been refused a license and all have successfully passed attestation, but employers continually express discontent with the competence of graduates. There is no adequate system of guaranteeing higher education quality or its level when graduating and there are no independent accreditation agencies in the country.

Teacher Education Institutions: Name and Contact of Apex Organization

Pre-Service: Ministry of Education and Science In Service: The Kyrgyz Education Academy, the central teachers’ re-training and advanced training institution

Teacher Education Curricula (i.e. content of TE programs): Who writes the text books?

Pre-Service: Most of the textbooks originated in Russia and are in Russian.


Educational Networks: Name Contact Person Address/Email/Phone/Fax Ministry of Education and Science

Boljurova Ishenkyl, Minister

Tynystanova Street, 257, Bishkek, 720040, Kyrgyz Republic Phone: (996-312) 623633; Fax: (996-312)623622 Email: [email protected]

Kyrgyz State Pedagogical University (KSPU)*

51 Razzakov Str. Bishkek 720026 Kyrgyz Republic Tel: +996 (312) 66-03-48 Fax:+996 (312) 66-05-88 Email: [email protected]

Osh State University*

331 Lenin Street Osh, Kyrgyzstan 714000 Tel: (332-22)22273 Fax: (332-22) 24605 Email: [email protected]

*KSPU and Osh State University are the two largest Pedagogical universities in the Republic Prerequisites: Pre-service teacher education system entrance requirements: Requirements for Entrance into Teacher Education Programs: There is an entrance examination to enter universities. Professional schools (technical and boarding schools) admit students with the certificate of basic secondary and complete general secondary education. The duration of courses is three years for basic secondary school graduates and one year and a half for students with complete secondary education. The system includes teacher training establishments, medical colleges and technikums and its main task is the preparation of mid-level specialists.

Language Requirement: Kirghiz, Russian, Uzbek

Numbers of Months or Years of Minimum Education: 10 years

Structure of school system: Primary Length of program in years: 4 Age level from: 6 to: 10 Basic Secondary Length of program in years: 5 Age level from: 10 to: 15 Certificate/diploma awarded: State examinations Complete Secondary Length of program in years: 2 Age level from: 15 to: 17 Vocational Secondary Length of program in years: 3 Age level from: 15 to: 17






Entrance Examination/Test: Entrance exams required: In 2002, national entrance exams were introduced (the Obščepespyblikanskoe Testirovanie-Kyrgyz National Scholarship Test or the American SAT)

Contact Information of Teacher Education Authority: Ministry of Education, Science and Culture: Boljurova Ishenkyl, Minister Tynystanova Street, 257, Bishkek, 720040, Kyrgyz Republic Phone: (996-312) 623633; Fax: (996-312)623622 Email: [email protected]@mon.bishkek.su Other Important Players in Teacher Education in the Country and Contact Information: Center of Educational Initiatives "Shag za shagom” (NGO) Contact: Gulnur Sultanalieva E-mail: [email protected] References Journal of In-Service Education, Volume 33, Issue 3 September 2007, pages 287–300

www.photius.com/countries/kyrgyzstan/society/kyrgyzstan_society_education_system.html

International Ataturk Alatoo University, updated from IBE website, 2003 and Swedish NARIC, 2004 (except for governing bodies updated 2005)

"http://education.stateuniversity.com/pages/801/Kyrgyzstan-TEACHING-

PROFESSION.html">Kyrgyzstan - Teaching Profession</a>





http://www.photius.com/countries/kyrgyzstan/society/kyrgyzstan_society_education_system.html

LAO PDR

Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges The Ministry of Education is the state organization responsible for the macro management of education throughout the country, focusing on capacity building and improvement of the social and scientific knowledge of the nation, increasing solidarity among the ethnic groups, increasing international solidarity, awareness of national benefits and the obligations of the community, preserving national cultures, educating people to be more self-reliant and self-motivated and to be more aware of the availability of theoretical and scientific self-knowledge, the physical health of the nation, and creative capacity and intelligence. With regard to teacher education, its functions include:

• managing, training and upgrading government staff in all educational sectors; • administering and managing schools and institutes at all levels and across all sectors,

including managing and inspecting general education and directing the management of teacher training schools and colleges;

• developing curricula, textbooks, teaching manuals, learning-teaching materials and other materials for use in educational activities;

• identifying standards and approving any materials used in teaching and learning activities; • establishing qualification levels and the ranking of teachers; • studying and advising on promotion and support for teachers.

The main challenge for Lao PDR is its acute shortage of qualified teachers in many districts; approximately 20 per cent of primary school teachers are unqualified to teach. About 16,300 of 27,600 primary school teachers have less than the current qualification to teach. Of these 16,300, about 6,400 teachers in primary education are unqualified and have no teacher training at all, and about 9,900 teachers are under qualified. At the lower secondary level, about 5,450 of 9,800 teachers are either unqualified or under qualified, and only about 30 percent have adequate pre-service teacher training offered at eight teacher training colleges (TTCs) in the country.

In addition, even trained teachers' skills and competencies remain limited and rote learning approaches are still often used. Too few Pedagogy Advisers have too many schools to cover, resulting in insufficient ongoing follow- up and support to teachers.

Framework: Education framework, vision, and policies In 2000, the Government of Lao PDR (GOL) formulated the Education Strategic Vision up to the Year 2020, which encompassed development of the education system in accordance with the MDGs. The Education Strategic Vision aims to achieve universal primary education by 2015, together with a continued expansion in participation at the lower secondary level.

These national education goals are implemented via successive five-year plans. To provide a road map to achieve these education goals the GOL officially adopted the National Plan of Action for Education for All, 2003-2015 (EFA Plan), which the Cabinet approved in December 2004. The EFA Plan was produced by the Ministry of Education (MOE) with the assistance of UNESCO. It covers the areas of early childhood education, primary education, lower secondary education, nonformal education and skills development for disadvantaged groups, and embodies most of the goals of the Education Strategic Vision.


The 6th National Socio-Economic Development Plan (2006-2010) was adopted by the National Assembly in July 2006. MOE adopted the EFA Plan as an official sector development plan that provides a common framework for future assistance. With the Asian Development Bank (ADB) support, MOE is expected to complete the sector development plan by incorporating policies for teacher development.

Important national information/issues on politics, economics, language etc. Teacher incentives to work in remote ethnic minority areas were introduced in 1998, and to teach in "multigrade" contexts since June 2002. Those qualifying for both allowances receive almost double pay- a very significant incentive (though actual payment has suffered the same delays as teachers’ salaries). Also there has been improvement in the recruitment of ethnic minority teachers. While the numbers of "Lao Loum" teachers have slightly decreased in 2001-2, the percentages of Lao Soung and Lao Theung have increased by 6.2 percent and 6.1 percent respectively, and overall teacher numbers have increased most rapidly in the poor, ethnic minority districts, e.g. by 18 percent in Sekong, compared with the 1.5 percent average.

Government Infrastructure of Teacher Education System: Under the authority of the MoE, the following institutions are in charge of teacher education:

• The Department of Teacher Training, Ministry of Education • The National Research Institute for Educational Sciences (NRIES) • The Organization and Personnel Department of the Ministry • The Department of General Education

The Department of Teacher Training of the Ministry of Education aims to give leadership and direction in teacher education at both pre-service and in-service levels, with the main objective of developing a well-qualified and highly motivated local teaching staff. It is responsible for overseeing the activities of five teacher training colleges (Luang Prabang Teacher Training College, Khangkhai Teacher Training College Xieng Khouang, Bankeun Teacher Training College, Savannakhet Teacher Training College, Pakse Teacher Training College), three teacher training schools (Luang Namtha Teacher Training School, Dongkhamxang Teacher Training School, and the National Arts Teacher Training School, a specialist arts teacher training school).

The National Research Institute for Educational Sciences (NRIES) originated in 1975 as the Department of Textbook Compilation and Research. It became the Research Institute for Educational Sciences in 1986 and acquired its current name in 1996. An academic institution equivalent to a Department of the Ministry of Education, NRIES is responsible for conducting research in education; for developing the curriculum, printed and non-printed instructional materials, and teaching and learning approaches for general education; and for gathering and disseminating relevant educational information and research

The Organization and Personnel Department of the Ministry is responsible on behalf of the Minister for the personnel establishment of the Ministry of Education. Its responsibilities include coordination of in-service training for staff. It also plays a role in ideological and political education.

In addition a pedagogical support system has been established to support primary and secondary school teachers and to promote their professional development. It falls under the Department of General Education

Highlights


http://www.culturalprofiles.net/laos/Units/948.html

Currently, many primary school teachers have not received the official pre-service training. However, there have been efforts to deploy and train many more teachers. Primary teacher supply is currently increasing at 1.5 percent per annum, and secondary at 3.3 percent. TTCs deliver a pre-service training for rural (especially ethnic minority) teachers with only a primary education to train for four years, combining periods of secondary study with in - school teaching. The 11+ 3 system is geared to for students who have graduated from secondary school, or for teachers who have gone through the 8 + 3 or 11+1 system and want to teach junior high school.


Number of institutes Pre-Service: five teacher training colleges, three teacher training schools, the National Arts Teacher Training School In-Service: The Organization and Personnel Department of the Ministry, The Department of General Education

Enrollment Pre-Service: the National Arts Teacher Training School has an annual intake of around 70 students aged 16-17 years who have graduated from lower secondary school


Pre-Service: -Teacher educators teaching in the various teacher training institutes received their education at the Institut Universitaire Pedagogique in Ventiane or abroad (scholarship system), the National Arts Teacher Training School has five staff members, including 19 teachers In-Service: In-service training is delivered through foreign aid programs on specific topics (active pedagogy, special programs for isolated rural teachers with little or no training, etc.)


Pre-Service: Eight years of schooling + three years of training for pre-K; between eight years of schooling + three years of training and 11 years of schooling +three years of training* for primary school teachers; 11 years of schooling +three * years of training for early secondary school teachers (Institut Universitaire Pedagogique, in Ventiane), 11 years of schooling + four years of training for secondary school teachers (Institut Universitaire Pedagogique, in Ventiane). Three-year curriculum in the National Arts Teacher Training School


Pre-Service: National Research Institute for Educational Science (NRIES), Ministry of Education


Pre-Service: Eight + three teachers’ education program allocates 53-73 percent of the time to general subjects (math, language social science, etc.) and 47 to 27 percent of the time to pedagogy.

11+ one teacher education program allocates 6 percent of the time to general subjects and 94 percent of the time to pedagogy.


11 + three teacher education program introduces in-depth training in three specific subject areas: math/natural sciences; social sciences, foreign language.

Specialization in either (i) fine arts (decorative arts, portrait, landscape, Lao traditional drawing, perspective, physical biology, color theory, history of art, clay modeling) or (ii) music and dance (international music theory, solfa theory and dictation, international musical instruments) in the National Arts Teacher Training School.

Who writes the text books? Pre-Service: National Research Institute for Educational Science (NRIES), Ministry of Education is responsible for elaborating materials for teacher training

Educational Networks: Name Contact Person Address/Email/Phone/Fax Ministry of Education Thanon Lane Xang, Ban Xiengyeun

Tha, Muang Chanthaburi, P O Box 67, Vientiane, Laos TEL 856 (0) 21 216004 FAX 856 (0) 21 216001

Ministry of Education Phimmasone Luangkhamma Minister

TEL 856 (0) 21 911485, 856 (0) 20 551 0084 (mobile)

Ministry of Education Bounpheng Mounphoxay Deputy Minister

TEL 856 (0) 20 551 0117 (mobile)

Ministry of Education Bosengkham Vongdala Deputy Minister

TEL 856 (0) 20 990 1382 (mobile)

Department of Teacher Training, Ministry of Education

Thanon Lane Xang, Ban Xiengyeun Tha, Muang Chanthaburi, PO Box 67, Vientiane, Laos Tel:856 (0) 21 216615 Fax:856 (0) 21 216615

Department of Teacher Training, Ministry of Education

Sengdeuane Lachanthaboun Director General Chandy Phommaboud Deputy Director General Ly Foung Deputy Director General Varadune Amarathithada (f) Deputy Director General Ly Foung Deputy Director General Varadune Amarathithada (f) Deputy Director General

856 (0) 20 550 4505 (mobile) 856 (0) 20 551 8870 (mobile) 856 (0) 20 990 2496 (mobile) Email:[email protected] 856 (0) 20 581 6269 856 (0) 20 551 8870 (mobile) 856 (0) 20 990 2496 (mobile) Email: [email protected] 856 (0) 20 581 6269 (mobile)

Cabinet of the Ministry of Education

Telephone: 856 (0) 21 216004 Fax: 856 (0) 21 216001




Doungta Bounlavong Permanent Secretary Bouavanh Keodala Deputy Permanent Secretary Bounseun Sengmany Deputy Permanent Secretary

Telephone: 856 (0) 21 216007 856 (0) 20 990 1151 (mobile) Telephone: 856 (0) 21 216013 ext 103, 856 (0) 20 990 1153 (mobile) Telephone: 856 (0) 21216000 856 (0) 20 990 1154 (mobile)

Department of Organization and Personnel, Ministry of Education

Thongphiou Boutsady Director General Khamkhan Souliyadeth (f) Deputy Director General Mounmy Mahavong (f) Deputy Director General

Telephone: 856 (0) 21 216018 Fax: 856 (0) 21 216018 Telephone: 856 (0) 21 617329 856 (0) 20 990 0850 (mobile) Telephone: 856 (0) 21 216018 ext 111, 856 (0) 20 990 2725 (mobile) Telephone: 856 (0) 21 216018 ext 106, 856 (0) 20 980 3640 (mobile)

National Research Institute for Educational Science (NRIES), Ministry of Education

Mithong Souvanvixay Deputy Director Phouangkham Somsanith Deputy Director Sisouk Vongvichit (f) Deputy Director

Telephone: 856 (0) 21 213161 Fax: 856 (0) 21 212026 Telephone: 856 (0) 21 212026 856 (0) 20 560 1079 (mobile) Telephone: 856 (0) 21 213161 856 (0) 20 561 1846 (mobile) Telephone: 856 (0) 21 213161 856 (0) 20 551 0846 (mobile)

References Khamphay Sisavanh. Analysis of national curriculum for basic education in Lao PDR. (Draft

situation analysis produced as part of the project IBE-UNESCO Bangkok 'Basic education in South East Asia'). Paper discussed at the sub-regional workshop "Building capacities of curriculum specialists for educational reform.” Vientiane, Lao PDR, 9-13 September 2002.

Ministère de l’éducation. Rapport national sur le développement de l’éducation 1990-1996. Conférence internationale de l’éducation, 45e session, Genève, 1996.

Education for All: the year 2000 assessment. Country report of Lao PDR. Ministry of Education, Vientiane, December 1999.

The Education Strategic Vision Up to the Year 2020, Ministry of Education, October 2000;

Education Strategic Planning: 20 years, 10 years and 5 years Development Plan for Education, Ministry of Education, October 2000;

Mekong Institute-UNESCO Course on Decentralized Education Planning in the context of Public Sector Management Reform; Session 8: International Commitments and National; Education Sector Planning Paper 8.2 - Education Sector Plans in Lao PDR


MALAYSIA Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges Prior to the establishment of Ministry of Higher Education (MOHE) on 27 March 2004, teacher education and training in Malaysia was entirely thought out, planned and organized by the Ministry of Education (MOE). From 2004 on, the secondary and primary school teacher education and training were separated and given to MOHE and MOE respectively. MOE trains primary teachers via the Institute of Teacher Education (ITE) (previously known as Teacher Training Colleges) and MOHE trains the secondary teachers via the government-funded universities.

Teacher Education Division (TED) is a section in the Malaysian Ministry of Education, which oversees teacher training in Malaysia. The TED has various units that help in its operations. For example, the Planning and Policy Unit plans and determines the direction of teacher education in Malaysia. The Curriculum Unit determines the curriculum for the different courses offered in the teacher training colleges − the Assessment Unit handles the setting of examination questions and marking of answer scripts as well as the awarding of the student teachers’ grades, the Student-selection Unit conducts the aptitude tests and the interviews and selects the candidates for the teacher training colleges. Basically, all administrations with regards to teacher-education other than the training are administered by the TED. The TED is headed by a director and three deputy directors who manage the administration of the division. There are also several assistant directors who head the various units and these heads of units are supported by senior academic and clerical staff. Though MOE is solely responsible for primary school teachers’ education and training and MOHE is responsible for secondary school teacher education and training, all other affairs in relation to schools and teachers, whether it is secondary or primary schools or teachers, fall under the jurisdiction of MOE.

Over the years teacher education in Malaysia has gone through many changes to meet the challenges of modern times. Thirty years ago, college graduates were conferred certificates in teaching after attending a two-year pre-service training program. Twenty years ago the training was extended to three years and the students were awarded a Diploma in Teaching. In the last five years efforts have been made to award a degree for those students who pass the courses and the training program has been extended to five and a half years.

Important national information/issues on politics, economics, language, etc. The government hopes to raise education in Malaysia to world standards. For that purpose, it is making the effort to have 100 percent of teachers in secondary schools be degree holders by year 2010 and at least 70 percent of teachers in primary schools be degree holders by the same year. In 2006, teacher training colleges were upgraded to the status of institutes and they are now known as Institute of Teacher Education (ITE). The aim of establishing ITEs is to further enhance the quality of teacher education in Malaysia. Lecturers in ITEs are expected to have at least a master’s degree in their respective disciplines and are encouraged to obtain a PhD in their respective fields. Other issues concern ensuring teacher trainees develop competencies to teach in the different medium schools e.g., Malay (Mandarin, Tamil, and Malay plus Arabic) as well as developing proficiency in English (see Highlights below).

Highlights


The biggest challenge for the TED division is catering to the different medium schools that coexist in the Malaysian education system. There are four major types of schools in Malaysia. The National Schools, which use the Malay language as their medium of instruction (though in the last seven years English has been used to teach science and mathematics), the Chinese Schools, which use Mandarin as the medium of instruction, the Tamil schools, which use the Tamil language as their medium of instruction and the privately managed Islamic religious schools (whose administration has been taken over by the Malaysian Ministry of Education in the last five years), which use the Malay and Arabic languages for teaching. ITEs have to provide training in the respective languages while teaching other related subjects such as sociology and psychology in the national language.

The universities have, accordingly, altered their approach to teacher education and training based on the current events and changes in the Malaysian education scenario. For instance, the Mathematics and Science teacher education are now conducted in English. Also, the education and training provided for the teachers at the universities would enable them to function effectively in the Chinese and Tamil type schools. Universities such as Universiti Islam Antabangsa Malaysia (UIAM) and Universiti Pendidikan Sultan Idris (UPSI) do offer programs that train Religious and Arabic language teachers, who would be able to teach in any type of secondary school.

In addition, the ITEs and universities need to provide English language courses for would-be English teachers and non-English teachers as it is compulsory for teachers of all four types of schools to be proficient in English.

As for the teacher education programs at the universities, almost all of the programs offered are for pre-service teachers. However, there are some in-service teachers who are pursuing their bachelor’s degree as part of the national agenda for all teachers to have a bachelor’s degree. Under the program of Program Khas Pensiswazahan Guru (Special Program of Graduate Teachers) or PKPG, these in-service teachers undergo the first year education at selected ITEs before continuing another two years at a local university of their choice. These teachers are sponsored by MOE and given priority in placement or posting of teachers after finishing their studies. Teacher Education Institutions:


Pre-Service: There are 27 ITEs which are strategically located in all 14 states of Malaysia which provide both pre-service and in-service courses. In the past, the teacher training institutes were referred to as teacher training colleges. However, with the upgrading of the teacher training programs from holding diplomas to degrees, the status of the colleges has been raised to higher education institutes, and since 2006 they have been referred to as teacher training institutes. In-Service: The 27 teacher training institutes. As for in-service training for practicing teachers, some of the universities do plan and organize short-term courses, seminars and conferences for these teachers to enhance their teaching abilities and their professional and personal development, as well as increase their knowledge. For example, the School of Educational Studies of USM conducts workshops, seminars and short courses for pre-school teachers. The Faculty of Educational Studies of UPM organizes off-shore and distance education programs for busy teachers who are unable to attend campus-based academic programs. Almost all faculties/schools of education of the 13 universities have organized national and/or international conferences, where in-service teachers have either presented papers or participated in the conferences. This is


a recent trend of engagement in professional development activities by teachers in Malaysia.

Enrollment

Pre-Service: The student population in the 27 institutes is about 800-1000 per institute. Strategic faculty details

Pre-Service: Most, if not all, teacher training institutes have the following departments: The Malay Studies Department, The Department of Languages (to include the English Studies Unit, The Tamil Studies Unit and the Chinese Studies Unit), The Islamic Religion and Moral Studies Department, The Science and Environmental Studies Department, The Mathematics Department, The Education Department (sociology, psychology and pedagogy), the Social Studies Department, the Physical Education Department, and The Department of Information and Technology. Each of these departments has a Head of Department who is directly responsible for the management of their department. Each academic staff member (lecturers) is placed in one of these departments based on the subject that they are teaching. Apart from these academic departments, all of the 27 teacher training institutes also have four supporting units. They are: the Examination Unit, the Co-curriculum Unit, the In-service Unit and the Practicum Unit, which are headed by respective Unit leaders and assisted by academic and nonacademic staff. Each of these 27 teacher training institutes is headed by a director and a deputy director who manage the general administration of the institutes. In-Service: The staff (lecturers) of the teacher training institutes provide the in-service courses.


Pre-Service: The Postgraduate Diploma in Teaching: One-year course, The Bachelor in Teaching: Five and a half-year course In-Service: The two- to three-day short-refresher courses are conducted by lecturers from the various departments for practicing teachers. “Phonology and Phonetics” for English language teachers and “Teaching using the Inquiry Method” for science teachers are some examples of such refresher courses. The teacher training institutes also provide six-week, 10-week and 14-week courses in various disciplines for practicing teachers. One very important in-service course is the three-year Diploma in Teaching conducted for practicing temporary teachers in schools.


Pre-Service: Teacher Education Division (TED), Malaysian Ministry of Education. Contact Details: Bahagian Pendidikan Guru Kementerian Pelajaran Malaysia (Teacher Education Division, Ministry of Education Malaysia) Aras 2-6, Blok E13, Kompleks Kerajaan Parcel E, Pusat Pentadbiran Kerajaan Persekutuan 62604 Putrajaya, West Malaysia


Pre-Service: The teacher training institutes In-Service: The teacher training institutes



Pre-Service: The Postgraduate Diploma in Teaching: One year course, The Bachelor in Teaching: Five and a half-year course In-Service: The teacher training institutes provide a wide range of such courses for practicing teachers, such as two- to three-day short-refresher courses (e.g., “Phonology and Phonetics” for English language teachers, “Teaching using the Inquiry Method” for science teachers); six-week, ten-week and 14-week courses in various disciplines for practicing teachers. One very important in-service course is the three-year Diploma in Teaching conducted for practicing temporary teachers in schools.

Educational Networks: Name Contact Person Address/Email/Phone/Fax Ministry of Education Malaysia

Director General of Education

Aras 8, Blok E8 Paracel E, Pusat Pentadbiran Kerajaan Persekutuan 62604 Putrajaya West Malaysia

Schools’ Divisions Pengarah Bahaian Sekolah (Director of Schools’ Divisions)

Pusat Pentadbiran Kerajaan Persekutuan 62604 Putrajaya West Malaysia

Penang Reading Council

Ambigapathy Pandian Universiti Sains Malaysia Penang, Malaysia

Additional Contacts

Apart from the MOE and MOHE, there are many other educational networks and organizations in Malaysia that have significantly contributed to the development, progress and quality of education in this country. These networks and organizations are basically nongovernmental organizations and nonprofit-oriented bodies. These networks and organizations have contributed considerably to the national educational settings in terms of professional development of teachers by organizing various programs, activities and events. Below are some of the networks and organizations with some of their programs and activities:

• Malaysian English Language Teaching Association, well-known as MELTA (www.melta.org.my) – a professional, voluntary, nonprofit organization, which was officially formed in 1982. Its stated constitutional aim is to promote English language teaching in Malaysia. MELTA has organized numerous International and national conferences on English Language Teaching. They have also conducted research in the area of ELT.

• Persatuan Teknologi Pendidikan Malaysia, i.e. Malaysian Educational Technology Association (META), which has played a key role in promoting the use of technology for educational purposes. As with MELTA, META has organized national conferences related to educational technology.

• Malaysian Association of Music Education (MAME) – www.mame.com.my, established in 2002, aims to increase the awareness of the importance of music education. MAME too has organized various national and international conferences.

• Persatuan Pendidikan Jasmani, Sains Sukan & Kecergasan Malaysia (PPJSSKM) or The Malaysian Association of Physical Education, Sport Sciences & Fitness


http://www.melta.org.my/

• The British Council was established to enhance teaching and learning of the English language. They provide various resources, expertise and advice in promoting ELT.

• The National Union of Teaching Professionals (NUTP) was established in 1974 and aims to position itself as an efficient and effective union to obtain and maintain the basic rights and privileges of teachers in Malaysia

Pre-requisites: Pre-service teacher education system entrance requirements: Requirements for Entrance into Teacher Education Programs: Postgraduate Diploma in Teaching: The Postgraduate Diploma in Teaching is a one-year course for graduates with a degree in the relevant subject from any local or foreign university recognized by the Malaysian government. Aspiring candidates with the required qualifications apply online to the TED when an advertisement is posted. The Student Selection Unit will call the short-listed candidates to sit for a written aptitude test. Candidates will be further short-listed based on their performance on the aptitude test and be called for an interview. Based on their performances in the interview, candidates will be offered a place in any one of the ITEs or universities to pursue a Diploma in Teaching. During their one-year training the postgraduate trainee teachers are given an allowance of RM1000/- per month.

Bachelor in Teaching: The requirement for the Bachelor of Teaching course is a strong pass in the Form 5 Malaysian public examination known as ‘Sijil Pelajaran Malaysia’. A minimum of six credits equivalent to the ‘O’ levels is the basic requirement to qualify for the course. Aspiring candidates with the necessary qualifications apply online when an advertisement is posted. Short-listed candidates will be called for an interview.

For primary school teacher education, selected candidates will complete a one and a half-year foundation course. At the end of the course the students will have to sit and pass a written examination. On successful completion of the foundation course the students proceed to do their degree program in the related disciplines, which involves four years of study. Upon completion of the degree program the successful trainee teachers will receive the Bachelor of Teaching degree and be posted to the various schools in Malaysia. During their five and a half years in college the trainee teachers are given an allowance of RM345/- per month.

As for secondary school teacher education, candidates will pursue a four-year teacher education program at local universities. In order to qualify for this program, the candidates are required to have a strong CGPA in the ‘Sijil Tinggi Pelajaran Malaysia’ examination, which is equivalent to an A-level examination. They must have a strong CGPA in the matriculation program. Candidates are then required to undergo an aptitude test. Short listed candidates will then be interviewed by a panel of teacher educators from the local universities. Successful candidates will then proceed to do their degree program in the related discipline for four years.

Language Requirement: The institutes provide English language courses for would-be English teachers and non-English teachers as it is compulsory for teachers of all four types of schools to be proficient in English. Numbers of Months or Years of Minimum Education: Postgraduate Diploma in Teaching: These individual candidates are university graduates. Bachelor in Teaching: A minimum of six credits equivalent to the ‘O’ levels is the basic requirement to qualify for the course.

Internships: Students from both courses have to do a stipulated period of practical teaching in schools where they will be supervised and assessed by mentor teachers and lecturers. For the Postgraduate Diploma there are three months of teaching practice during their one-year training course, while the Bachelor degree program trainees will do their practicum during their final year.


In addition, the degree program trainees have a school-based experience (like an internship) for about two weeks in each year of their studies.

6. Standards (Licensing of Teachers – Initial and Continuing): Probationary Period: Upon successful completion of their courses, trainee teachers are posted to either primary or secondary schools in Malaysia based on the type of courses that they have undergone in ITEs and universities. In schools they have to serve for three years before they are confirmed as full-fledged teachers.

Licensure Renewal/Sustaining: Malaysian teachers are given a blue book, which is considered their license to teach. Teachers do not need to renew their license. They may be sacked on disciplinary grounds and at which point their license will be cancelled.

Evaluation and Rewards: Teachers are observed by a panel of inspectors from time to time while headmasters and their deputies make annual appraisals of performance for promotion and other corresponding rewards, such as the excellent service award which carries a one-off award of RM1000/- and a certificate of commendation from the government.

Continuing Education: In-service programs are mainly refresher courses or updated courses. They range from two- to three-day courses to six weeks, 10 weeks and 14 weeks. Currently practicing teachers who are teaching subjects for which they were not trained undergo six- to ten-week conversion courses to qualify them to teach those subjects and usually they are given a certificate of participation from the respective colleges. For example, non-English trained teachers teaching English are given a six-week conversion course while teachers teaching science who are not trained in the subject undergo a 10-week conversion course. The 14-week course is a “smart school” program focusing on the use of ICT in teaching. Apart from these courses, the three-year Diploma in Teaching in-service course is conducted during the school holidays. This course is specially designed to cater to the many untrained teachers who have been teaching in Malaysian schools for several years and have missed out on mainstream teacher training. They follow the face-to-face training component during their school holidays and the distance learning mode component during their teaching days for three years. To qualify as trained teachers, at the end of every year, they need to sit and pass written examinations and also have to pass their teaching practice. Upon successful completion of this course the temporary teachers will be reemployed as full time trained teachers in the government service.

Contact Information of Teacher Education Authority: www.moe.gov.myE-mail: [email protected]


i.) Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak. ii.) Universiti Sains Malaysia, Penang. iii.) University Malaya, Kuala Lumpur. iv.) Universiti Putra Malaysia, Selangor. v.) Universiti Kebangsaan Malaysia, Selangor.


http://www.moe.gov.my/


MONGOLIA


Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges Primary and secondary teachers in Mongolia are trained at universities, undertaking a four-year program. The educational system is centralized and the Ministry of Education and its implementation units, such as local education centers, have the primary responsibility for education policy, curricula design and practice. The Parliament approves legislation on education and the Ministry of Education sets guidelines for all practical issues including teacher education, as well as being the main funder in the sector. In 2005 the National Standards and Curricula for Primary and Secondary Education was approved by the Ministry of Education. There are no Teacher Education Standards in place in the country, yet. In general Mongolia does not experience shortages of school teachers but there are shortages in particular subject fields and locations, such as in the areas of mathematics, and science, especially in remote areas.

Highlights The emerging issues and challenges are:

1. Innovation in pre-service teacher education curricula 2. Lack of up-to-date books, and materials on teacher education 3. Development of national professional standards 4. Strengthen practicum and partnership between universities and schools to prepare

teachers 5. Mentoring beginning teachers 6. Development of a system of ongoing professional development for teachers 7. Establish learning communities and networks among teachers; 8. Professional learning for educational leaders 9. A greater transparency in the funding of teacher education

A. In Mongolia four years of academic study in higher education institutions and a one-year practicum is the minimum requirement for entry of new teachers and re-entry of previously experienced teachers into permanent positions in Mongolian schools. Teachers are licensed by local education offices.

B. In Mongolia licensed teachers are recruited and employed directly by the schools.

C. School teachers get professional recognition based on their teaching experience and achievements in their work. There are three degrees: the most experienced teachers are given a title of Teacher-Consultant, middle level teachers are given a title of Teacher-Mentor or Teacher-Methodologist.

D. Colleges mainly offer undergraduate programs, while universities focus more on research and graduate study. Primary school teachers are trained at the Teacher Training Colleges. Secondary school teachers are trained in 12 schools of the University in mathematics, physics, chemistry, biology, geography, social science, and vocational/technical education. The schools have trained specialists in about 40 professions, such as secondary school teachers, social workers, librarians, music teachers and so on. Graduating students are awarded a Bachelor's degree in education.




Pre-Service: Total (Statistics of the Ministry of Education, Culture and Science of Mongolia, 2006) University of Education of Mongolia Teacher University in Khovd Province Teacher College in Ulaanbaatar Teacher College in Dornod Province Teacher College in Arkhangai Province Teacher College in Bayanouigii Province Private Teacher College: Gurvan Erdene” In-Service: All seven teacher universities and colleges and a few nongovernmental organizations provide in-service teacher training courses

Enrollment Pre-Service: Students enrolled in a course for initial teacher training: 2233 in 2006 (Statistics of the Ministry of Education, Culture and Science of Mongolia, 2006)


Pre-Service: Four years of academic learning Name and Contact of Apex Organization

Pre-Service: The Ministry of Education, Culture and Science of Mongolia (MOE). Government Building 3, Baga Toiruu 44 Ulaanbaatar, Mongolia

Tel: 976-11-262916, Fax: 976-11-323158 Teacher Education Curricula (i.e. content of TE programs): Who determines the content (subject matter & pedagogy)?

Pre-Service: Higher education institutions are responsible for developing and assessing their own programs, which are accredited by the Ministry of Education once every four years. In-Service: Credit-bearing in-service teacher training programs in different subject areas and in pedagogy are offered by different players who have official permission from the MOE. Teacher training institutions mainly offer in-service courses in various subject areas and nongovernment organizations involved in in-service teacher training offer courses on learner-centred teaching methods, standards-based curriculum development, teacher and student evaluation and school development. Those sessions are mainly designed for teacher updating.


Pre-Service: Bachelor of Education: Four-year programs with the teacher preparation portion generally representing a minimum of two years. Graduate entry program: One- or two-year programs, varying across faculties. In-Service: A broad range of postgraduate courses is being taken by teachers as part of their continuing professional education. These include the traditional PhD and M.Ed. courses with a research base, and extend to master’s degrees by course work and professional doctorates. Often, postgraduate courses are studied part-time, in conjunction with a teaching position.



Pre-Service: Higher education lecturers and professors are the main writers of textbooks.

How often are the teacher curricula revised and by what process? Pre-Service: Teacher curricula is revised and approved by the MOE once every two years.

Educational Networks: Name Contact Person Address/Email/Phone/Fax The Ministry of Education, Culture and Science of Mongolia

O. Enkhtuvshin, Minister for Education, Science and Culture of Mongolia

Government Building 3, Baga Toiruu 44, Ulaanbaatar, Mongolia Tel: 976-11-262480 Fax: 976-11-323158 E-mail: [email protected]

Education Research Institute, Local Education Centers in 21 provinces

Z. Begz, ED Government Building 10, Buildrers’ Square 16, Ulaanbaatar, Mongolia.

Mongolian Education Alliance (NGO)

N. Enktuya, ED Sukhbaatar District, 1st Khoroo, Chinggis Avenue 15/1, Ulaanbaatar, Mongolia 210628 Tel: 976-11-318149 Fax: 976-11-324285 Email: [email protected]: http://www.mea.org.mn

Pre-requisites: Pre-service teacher education system entrance requirements: Requirements for Entrance into Teacher Education Programs: Bachelor of Education: Complete a high school diploma, selection is based on Year 12 results

Graduate entry program (Bachelor, Masters or Graduate Diploma): selection is based on first degree results

Numbers of Months or Years of Minimum Education: Bachelor’s of Education: Four-year programs, Master’s : One- or two-year programs

Alternative Process for qualifying for entrance: There are no other alternative ways to become a teacher

Standards (Licensing of Teachers – Initial and Continuing): Entrance Examination/Test: No examination for registration

Probationary Period: One year probation

Licensure Renewal/Sustaining: Granted full registration after one year of teaching.

The registration is renewed every five years. At the end of the five-year period, certain conditions/evaluations must be met for renewal of registration.

Evaluation and Rewards: Informal evaluation is ongoing for registered teachers.




http://www.mea.org.mn/

http://www.qct.edu.au/teacher-registration/renewal_regn_tr5.aspx

Contact Information of Teacher Education Authority: State and territory government school education websites: The Ministry of Education, Culture and Science of Mongolia: www.mecs.pmis.gov.mnUniversity of Education of Mongolia: [email protected] Non-government education authorities' websites: Mongolian Education Alliance (NGO):www.mongoleducation.mn www.mea.org.mn References Altangerel Choijoo, Department of Social Sciences. The Mongolian State University of

Education, Ulaanbaatar, Mongolia, May, 2005.


http://www.mecs.pmis.gov.mn/


http://www.mongoleducation.mn/

http://www.mea.org.mn/

NEPAL

Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country including present and emerging issues and challenges The qualifications and standards for primary and secondary school teachers in Nepal are changing to meet the dynamics of Education for All). In 2002, the number of primary schools reached 25,927; lower secondary schools reached 7,289 and secondary schools 4,350. The literacy rate was estimated at 53 percent. But the process of upgrading the educational qualifications of teachers, the recruitment and retention of new teachers and the training of skilled, knowledgeable teachers faces extreme challenges. To begin with, Nepal has one of the world’s poorest economies with nearly 70 percent of the population existing on less than $2 per day.

In addition, the country has experienced a prolonged period of political and social unrest that has hindered education progress. The ongoing armed conflict instigated in February 1996 had a great impact on education in the country. During 2006 approximately 3840 schools were affected by armed conflict. It was recorded that 3735 schools were closed from time to time. Bunkers were built in at least 56 schools and some of the schools that were closed remain permanently closed (Nepal Ministry of Education web site).

Likewise, 32 schools were affected by bomb explosions, at least eight schools were destroyed by setting fire and three schools were affected by crossfire between conflicting parties. Around eight schools were used by security forces and three schools were affected by CPN-Maoists training programs. Similarly, 1531 teachers were directly affected by armed conflict, including seven male teachers who lost their lives.

The result has been an acute strain on the supply of qualified teachers. Current pupil-teacher ratios are approaching 150:1 (UNESCO 2008 Global Monitoring Report). To meet the demand for classroom teachers, Nepal is maintaining its current qualifications for in-service teachers while attempting to raise its entry standards for new teachers. Nepal’s extraordinary terrain is another important factor influencing the quality of education.

Framework: Education framework, vision and policies. The National Centre for Educational Development (NCED) was established in 1993 under the Ministry of Education and Sports (MOES), with a mandate to act as a leading institution for developing and organizing Human Resource Development programs targeted to teacher development, education manager development and research studies.

NCED has been conducting the Primary Teacher Training Program (PTTP) for the last ten years. Under the Teacher Education Project (TEP), the NCED is implementing primary teacher training at a massive scale through the Extensive Training Network (ETN). Curriculum and material development, trainer preparation etc. are the major activities accomplished by the NCED at the program development level,. Different institutions contribute to the training. The Educational Training Centre and partner institutions deliver center-based training and district education offices and resource centers manage distance mode training at the field level.

The most recent strategic plan for comprehensive education in Nepal, the Tenth Plan, was developed by the Ministry of Education and Sports in 2002 and ran through 2007. This document is currently available in Nepali only. The previous plan (1997-2002) offers insights


regarding the country’s strategic direction and progress toward reaching its objectives. Key points from the strategic plan are summarized below:

A. Pre-Primary and Primary School Teachers: The Government set a target of recruiting and training 15,000 new primary school teachers over the five year plan. In addition the Government planned to provide in-service training for another 5,000 primary level teachers. This includes the upgrading of teachers’ content knowledge as well as knowledge of pedagogy.

B. Secondary Level Teachers: The Government planned to recruit an additional 6000 new teachers for lower secondary school and 8000 new teachers for upper secondary. In addition, the Government planned to provide in-service professional development for another 17,000 secondary level teachers.

C. Higher Education: Higher education will be made more systematic, competitive and standardized. Universities will be established in all five regions development regions in accordance with the multiple university concept in order to fulfill national and regional needs. A University Establishment and Implementation Coordination Committee has been constituted with representation from NPC, Ministry of Education, Tribhuvan University and the University Grant Commission. Major government universities include: Katmandu University, Mahendra Sanskrit University, Eastern University and Pokhara University.

D. Nonformal Education: Literacy levels vary dramatically by geographic region, economic status, gender and age. With over four million Nepali identified as completely illiterate, the Government has identified nonformal education as a critical component of its comprehensive education strategy.

E. Curricula & Textbooks: During the Ninth Plan period (2002-07), primary curriculum and textbooks units under the Basic and Primary Education Program will be merged into a curriculum development center. A plan for free distribution of textbooks will be put into practice. Authority will be delegated to schools for choosing any one textbook prepared on the basis of revised curriculum, and this will be experimentally implemented in some districts. New curricula and textbooks will be gradually implemented up to class ten of secondary level.

Teacher's guidebooks for all classes will be gradually prepared, and made available to teachers. Information related to drug addiction, its abuse and control will be included in the content of lower secondary and secondary school curriculum. Science and computer education will be given a special place in school level curriculum. Human rights, environmental conservation and gender equality will be included in the secondary level curriculum. A research, monitoring and evaluation section will be established in the Curriculum Development Centre.

F. Special Needs & Inclusive Education: An Inclusive Teacher Training Course will be introduced as a part of the regular training program including language, gender and social, cultural characteristics and students’ physical status with the goal of preparing teachers to address the diverse needs of students having various forms of disabilities. Efforts are being made to recruit teacher candidates from official disadvantaged groups. A provision of 20 percent bonus points in the selection examination will be adopted for the candidates from the disadvantaged groups during the next five years.

Highlights


Secondary education in Nepal typically ends at the tenth grade. Intermediate awards including Teacher Certification are granted after the completion of two additional, post-secondary education (i.e., grades 11 and 12) years. Universities in Nepal also grant Bachelor and Master’s degrees in both elementary and secondary education.

Teacher Education Institutions: Number of Institutes:

Pre-service: four key universities including: Katmandu University, Mahendra Sanskrit University, Eastern University and Pokhara University; numerous upper secondary schools; 63 partner institutions conduct training for primary teachers. In-service: number of providers unknown; regulated by the National Centre for Educational Development

Enrollment:

Pre-service: New teachers to be prepared during 2002-07 15,000 Primary Level 6000 Lower Secondary 8000 Upper Secondary


Pre-service: Four-year Bachelor of Arts degrees are granted for new teachers in both primary and secondary education. Master of Education degrees in primary or secondary education are granted after two years of study. However, a significant portion of the current teaching force has only received a high school diploma (grade 10 high school completion). At the end of the fiscal year 2005, about 24,000 primary teachers completed the ten months intensive training to provide them with higher level backgrounds in content areas. This number is nearly one fourth of the total number of the teachers. NCED is planning to train all primary school teachers within the Teacher Education Project period (2002-2008).

Teacher Education Curricula Who determines the content (subject matter & pedagogy)?

Pre-Service: The National Council for Educational Human Resource Development approves the curriculum framework and provides policy guidelines. The Teacher Service Commission will develop a curriculum framework and make required arrangements for providing Teaching Licenses for prospective teachers. The Teacher Service Commission will formulate a guideline and implement the teaching license renewal scheme with consideration for improving expected performance/behavior.

Education Networks UNESCO Chair in Teacher Education (299), established in 1997 at Katmandu University (Nepal) Dr. Kedar Narth Shrestha, Katmandu University E-Mail: [email protected] Phone: 9751-544078 Fax: 9751 – 533543 P. O. Box 6250, Man Bhawan City – Katmandu UNICEF P.O. Box 1187



Pulchowk Kathmandu, Nepal UNICEF United Nations House Harihar Bhawan, Pulchowk Lalitpur, Nepal Tel: 977-1-5523-200 Fax: 977-1-5527-280, 977-1-5535-395 Email: [email protected] Child Workers in Nepal Concerned Centre (CWIN-Nepal) P.O. Box 4374, Ravi Bhawan, Kathmandu, Nepal. Tel: 4282255/4278064 Fax: 977- 1-4278016 Rural Education and Development (READ) Nepal P.O. Box 11995, Dashrath Chand Marg-524 Baluwatar-4, Kathmandu, Nepal Tel: 977-1-4423141 Fax: 977-1-4430017 Web: www.readnepal.orgContact: Sharad Babu Shrestha, Country Director

Standards (Licensing of Teachers—Initial and Continuing): Entrance Examination: No entrance examinations for registration, but candidates for BEd programs must meet University requirements.

Probationary Period: Job induction training of about seven days is provided to the newly appointed teachers at the Resource Centers or school level. Licensure Renewal/Sustaining: A teaching license is a mandatory requirement for teacher deployment and promotion. The National Centre for Education Development in collaboration with the National Teacher Union will prepare and enforce guidelines for updating the teaching license. The continuing licensure program will be linked to continuous professional development of teachers and to the promotion process. Evaluation and Rewards: Teacher-qualification, work experience, training achievement, research and innovative works and student achievement will be considered as a basis for role assignment, promotion and other incentives.

Contact Information of Teacher Education Authority: Department of Education Sanothimi, Bhaktapur, Nepal Telephone : 0977-1-6631075 , 6633625, 6633623, 6633029 , 6633029, 6635134, 6635113 Fax: 0977-1-6631972, 6631972, 6633624 Email: [email protected]



http://www.readnepal.org/


NEW ZEALAND

Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges Most children start school at five years of age, on their birthday, so enrollments into Year 0 classes are staggered throughout the school year. New Zealand Government laws say children must be enrolled at a school by the time they are six years old. Schools are organized around two systems – primary which includes Years 0 – 8 and secondary which includes Years 9 – 13.

Ninety percent of teachers are trained through universities in Schools or Colleges of Education. Previously several of these Schools/Colleges were separate from the university system and were called Teachers Colleges. In the past two years the integration of these Teachers Colleges into the university structure has been completed.

Early childhood (0 - 5 years of age) and primary teachers complete a three-year Bachelor of Teaching degree. There is movement by some universities to instigate a four-year Bachelor of Education degree, which would be in alignment with requirements in other countries. Graduates who have majored in other areas and completed a three- or four-year degree can undertake an intensive one-year Graduate Diploma in Teaching.

Secondary teachers usually have a three year + degree in their major curriculum area and then undertake a one-year Graduate Diploma in Teaching. There are also conjoint degree options for primary and secondary education in some universities where students undertake a four-year program and complete a Bachelor of Teaching majoring in Professional Education and another Bachelor’s degree in a specialist teaching subject.

All teachers must undergo a two-year probationary period once employed in a school before they can become fully registered. During this time they are classified as ‘Provisionally Registered’ teachers.

Framework: Education framework, vision, and policies Professional standards for teachers exist for early childhood, primary and secondary levels. These describe the important knowledge, skills and attitudes that all teachers are expected to demonstrate and they form part of performance management systems in schools. Primary and secondary sectors have three levels – Beginning teacher, Fully Registered Teacher and Experienced Teacher. The Beginning Teacher Standards must be met by the end of the second year of the probationary period in order for fully registered status to be conferred. For further details see www.minedu.govt.nz/

In the past year the Teachers’ Council has developed a set of Graduating Teacher Standards that describes the knowledge and skills that students should have gained during the course of their Teacher Education program.

Strategic Plan: strategies and plan of the country on teacher education, training and development During 2007 a review of Initial Teacher Education Policy is being undertaken. A report titled ‘Becoming a Teacher in the 21st Century’ can be accessed at www.minedu.govt.nz/web/downloadable/dl11404_v1/ite-review.pdf

Important national information/issues on politics, economics, language etc.


http://www.minedu.govt.nz/

http://www.minedu.govt.nz/web/downloadable/dl11404_v1/ite-review.pdf

Educational spending and policies are dependent on the political party in power. There has been a certain amount of stability over the last eight years while the Labour government has been in power. English and Te Reo Maori are the accepted mediums for education.

Highlights A. The current issues include the development of consistency in schools across the country in providing quality support and mentoring for beginning teachers during their two year registration period. The above report is an initial attempt to provide a framework to address this issue.

B. There have been shortages of secondary teachers in the areas of mathematics and science in recent years, though this is easing to some extent as a result of an extensive advertising campaign and increases in teacher salaries.

C. In the primary sector female teachers outnumber male teachers considerably. There is an aging teaching population in primary schools with many teachers in the 40+ age bracket. This may result in shortages during the next 10 – 20 years.

All pre-service teachers are required to complete approved periods of practice in schools. During this time they are evaluated by the classroom teacher with whom they are placed and by teaching staff (i.e., lecturers) from their relevant institutions. Lecturers are required to complete a number of evaluative visits each year (for example at Waikato’s School of Education this involves 26 visits annually).

Graduating teachers are employed by individual schools on either a long-term (usually for a period of one year) or permanent basis. During their probationary period of two years, these teachers are entitled to 0.2 hours release time each week for professional development, preparation etc. They are also supervised by a Tutor Teacher (an experienced teacher within the school) who receives an extra monetary allowance for carrying out this role. During this time they are working towards achieving the Professional Standards for Beginning Teachers (see Section 1).

Government Infrastructure of Teacher Education System: Teacher education programs must be approved by NZ University Vice Chancellors’ Committee and by the NZ Teachers’ Council, as well as by the management of each institution/university. The Teachers’ Council reviews all teacher education programs on a five-year cycle. An annual review of each “paper” within a program is also carried out by those teaching it and there is also regular moderation of papers between universities. Teacher Education Institutions:


Pre-Service: Six Schools/Colleges of Education set within the university structure. In 2008 there are four Wananga offering teacher education programs in the Maori medium. There are also three other approved providers including the Bethlehem Tertiary Institute (Tauranga), Masters’ Institute (Auckland) and the NZ Graduate School of Education (Christchurch). See www.teachnz.govt.nz/ for further details. In-Service: Often school support services (consisting of advisors across curriculum areas) are attached to universities. There are also large numbers of private educational consultants who offer in-service courses to schools. The current preference is for a whole school model where in-service providers work with a particular school over an extended period of a year.


http://www.teachnz.govt.nz/

Enrollment

Pre-Service: Student figures for 2005 (most recent available) are: Early childhood: 5549 students Primary: 6601 students Secondary: 2067 students (See www.minedu.govt.nz) In-Service: Varies according to the needs of the schools.


Pre-Service: It generally takes three years for early childhood and primary teacher education and four years for secondary teacher education followed by a two-year probationary period.

Name and Contact of Apex Organization Pre-Service: Ministry of Education (www.minedu.govt.nz)


Pre-Service: Content is developed by the relevant teacher education institution and then approved by the NZ Teachers’ Council. Those programs developed within the university system are also approved by the NZ University Vice-Chancellors’ Committee. In-Service: In-service providers determine content of in-service programs in consultation with Ministry of Education and schools. In recent years in-service programs have been developed by the Ministry and contracted out to in-service providers (including private providers).


Pre-Service: Currently three years for early childhood and primary (some four years), and four years for secondary. In-Service: Varies according to the purpose and school requirements. Whole school professional development contracts of one to three years are currently popular.


Pre-Service: Texts are chosen by the teacher education provider and more specifically those teaching each paper within a program. A mix of Ministry of Education texts (teacher handbooks) and other texts are used. In-Service: Texts are chosen by in-service providers and include a mix as for pre-service.


Pre-Service: Each paper is reviewed annually by the team teaching it and by the relevant department within each institution. Reviews and audits also take place among universities on a regular basis. The Teachers’ Council also has a five-year review cycle. In-Service: National curricula were developed during the early 1990s and were reviewed in 2005 and 2006. After extensive consultation with in-service providers, schools and tertiary institutions, the revised document is due in schools shortly.

Educational Networks:




Name Contact Person Address/Email/Phone/Fax Ministry of Education www.minedu.govt.nzNew Zealand Teachers’ Council [email protected] [email protected] Council of Deans of Education

Liz Wood [email protected]

NZ Vice Chancellors’ Committee Executive Assistant ph: +64 (04) 381 8502 New Zealand Reading Association

President: Sharon Ross

[email protected]

Prerequisites: Pre-service teacher education system entrance requirements: Requirements for Entrance into Teacher Education Programs: In order to gain entry into teacher education programs individuals must have at least 42 credits at level 3 or higher, on the NZ National Qualifications Framework. This must also include a minimum of 14 credits at level one or higher in mathematics and a minimum of 8 credits at level 2 or higher in English (4 in reading and 4 in writing). Most students undertake the National Certificate in Educational Achievement (NCEA) to gain these credits, but some schools are using the Cambridge International Examinations to challenge their more able students.

Language Requirement: English or Maori medium

Numbers of Months or Years of Minimum Education: Students must have completed at least four years at secondary school. Most students have completed five and have the NCEA credits described above.

Alternative Process for qualifying for entrance: Completion of a Bachelor’s degree in area of choice and then a one year Graduate Diploma in Teaching.

There is also discretionary entry to those over 20 years of age. The selection process for these students usually includes an interview.

6. Standards (Licensing of Teachers – Initial and Continuing): Entrance Examination/Test: Completion of the relevant qualification with a recognized pre-service education provider.

Probationary Period: Two years

Licensure Renewal/Sustaining: All NZ teachers must renew their teacher registration every three years through the NZ Teachers’ Council.

Evaluation and Rewards: All teachers are appraised annually against the professional standards referred to in Section 1 above.

Continuing Education: Varied in content, duration and target areas.

Pay/Salary Increase: Annual increments during the first nine years so long as the professional standards set by the Teachers’ Council (refer to Section 1 above) are met.

There is currently pay parity in salary levels between the primary and secondary sectors. Early childhood teachers will also achieve parity with these sectors by the middle of 2008.







PAKISTAN

Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges The present and emerging issues of teacher education in Pakistan are as follows:

1. The teacher training institutions are facing budgetary and financial constraints and are not adequately equipped to meet the requirements of a dynamic system of quality teacher education.

2. The teacher training institutions face acute shortage of facilities, such as buildings, equipment, furniture, teaching aids, library books and other reading materials.

3. The examination system is highly defective. Essentially external in nature, it deprives the students of creativity and leadership qualities.

4. Teacher absenteeism, defective management, lack of supervision and accountability practices are some of the major issues that need to be appropriately addressed in the teacher education programs.

In-service training for teacher educators is almost non-existent. There is no institutionalized arrangement for providing regular training to teachers and teacher educators. Sporadic training opportunities, if any, lack quality.

Framework: Education framework, vision, and policies There are a number of reforms. Teacher training institutes will be decentralized up to district level to meet local requirements and institution-based recruitment policy will be created. Provincial councils will be responsible for teachers licensing and assist teachers to prepare for their life long professional development. Rupees 9.79 billion out of 119.70 billion has been allocated for teacher education for the period 2005-10 which is 7.6 percent of the teacher education budget. In addition, the existing 120 teacher training institutes will be strengthened during the next 5 years, with 24 institutes being strengthened in each fiscal year (Govt. of Pakistan, May 2005).

Highlights During the next few years, the minimum qualification for all school teachers will be raised to a Bachelor’s degree through professional teacher’s training (i.e., professional development). Teacher emoluments will be increased.



Pre-Service: 135 (Public 114, Private 21) In-Service: * See Highlights under 1 above and in-service below.

Enrollment

Pre-Service: 36563 (Public 27079, Private 9484)

Strategic faculty details Pre-Service: 2676 (Public 2527, Private 89)



Pre-Service: P T C (To teach Grade I-V): 1 year C T (To teach Grade I-VIII): 1 year Diploma in Education: 3 years B.S. Ed (12+3) (To teach Grade VI-X): 3 years B.Ed (14+1) (To teach Grade VI-X): 1 year M.Ed. (To teach Grade VI-X + Student teachers of PTC, CT and B.Ed and supervision): 1 year. M.A Education (To teach Grade VI-X and Student teachers of PTC, CT and B.Ed and supervision): 2 years


Pre-Service: Directorate of Staff Development for Punjab. Curriculum and Extension Wing for Sindh, N W F P, Balochistan, Ministry of Education In-service: In-service training is organized by the department concerned as per requirement. Training centers were made into educational institutes during the summer vacations. For example, Science teachers from the whole country were given in-service training at the National Institute of Science and Technical Education H-8 in Islamabad. Educational managers were trained at the Academy of Educational Planning and Management in Islamabad.


Pre-Service: PTC and CT: Curriculum and Extension Wing, Ministry of Education B.Ed, M.Ed. and M.A Education: Higher Education Commission of Pakistan In-Service: There is no existing system of in-service training, so the organizers of in-service training determine the content, subject matter and pedagogy.


Pre-Service: PTC and CT: “Text book Boards” select the textbooks B.Ed, M.Ed. and M.A (Education): No text books for these programs In-Service: Modules are written by organizing institutes with the help of experts.


Pre-Service: The 1976 curricula were revised in 2005 by HEC. In-Service: Revision occurs according to need and in order to adjust to new innovations.

Educational Networks: Name Contact Person Address/Email/Phone/Fax Accreditation Council for Teacher Education

Prof. Munawar Sultana Mirza

Vice Chancellor, University of Education, Lahore Phone: 0092425881289

Directorate of Staff Development

Directorate of Staff Development, Wahadat Road, Lahore

Curriculum and Extension Wing

Mr. Saghir Sheikh Curriculum and Extension Wing, Jamshoro, Hyderabad



Requirements for Entrance into Teacher Education Programs: PTC: Matric, Secondary School Certificate, C T : Intermediate, B.S.Ed.: Intermediate, Diploma in Education: Matric, B.Ed: Bachelor (BA or B.Sc.), M.Ed., M A (Education): Bachelor (BA or B.Sc.)

Alternative Process for qualifying for entrance: No Internships: No

6. Standards (Licensing of Teachers – Initial and Continuing): Entrance Examination/Test: Yes

Probationary Period: No

Licensure Renewal/Sustaining: No

Evaluation and Rewards: Evaluation of teachers is based on the Annual Confidential Reports made by the Head of the institutes or department of the teachers with consideration given to the achievements of the students whom they have taught.

7. Contact Information of Teacher Education Authority: Accreditation Council for Teacher Education: Prof. Munawar Sultana Mirza Vice Chancellor, University of Education, Lahore Phone: 0092425881289

Directorate of Staff Development, Wahadat Road, Lahore

Curriculum and Extension Wing: Mr. Saghir Sheikh Curriculum and Extension Wing, Jamshoro, Hyderabad 8. Other Important Players in Teacher Education in the Country and Contact Information:

• Higher Education Commission • UNESCO • USAID • CPBEP(Canadian Pakistan Basic Education Project) • CIDA (Canadian International Development Agency)


REPUBLIC OF KOREA


Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges The goal of the 1995 Education Reform Act was to provide ways to train excellent teachers who could meet the needs of the era of globalization and the information age and the field of education. The Ministry of Education and Human Resources Development has revised the education curriculum to focus the direction of teacher education institutions and reinforce the employment selection system of new teachers. To do this, in the curricula of the colleges of education, pedagogy and ethics of teachers are given more emphasis. Information management ability, including computer use, and class management and the skills of counseling students are emphasized as well. Colleges have also increased the number of credits and time required in these courses.

Korea has a single track 6-3-3-4 system which maintains a single line of school levels in order to insure that every citizen can receive elementary, secondary and tertiary education without discrimination, and his or her abilities are taken into account. The higher education programs consist of graduate schools, four-year universities, two- or three-year junior colleges, and the teachers’ college programs of study are now three years duration. In Korea, teachers’ major and minor subjects are specified on the teaching certificate, which is conferred to teachers upon completing authorized teacher education programs. Korea has a total of 148 universities; 21 National Universities, 2 City Universities, 79 Private Universities, 20 Colleges and Seminaries, 11 Teacher Colleges, 9 Industrial Colleges, and 6 Military and Police Academies. Teacher education is offered by universities of education, colleges of education, departments of education, by those with teaching certificate programs in general colleges and universities, Korea National University of Education, junior colleges, the Air and Correspondence University, and graduate schools of education. Altogether these institutions recruit approximately 25,000 teachers every year (Kwon, 1999).

Strategic Plan: strategies and plan of the country on teacher education, training and development An Organization for Economic Cooperation and Development (OECD, 1994) conducted a comprehensive and systematic study to review the concept of teacher quality and found some pertinent conclusions. Please see Highlight A below.

Highlights A. The teacher quality is defined by the following five dimensions: first, knowledge of curriculum and content of education; second, pedagogical skills including attainment of diverse instructional strategies and the ability to utilize them; third, self-reflection and self-criticism that ensure teacher professionalism; fourth, empathy and commitment that recognize dignity of other persons; and fifth, the management skills required to manage the affairs in and out of the classroom (OECD, 1994).

B. According to statistical data, as of 2005, about 70 percent of elementary school teachers had a bachelor’s degree, while about 23 percent had a Master’s degree. The pool of those who graduated from institutions with less than a four-year university course of study date from the 1970s, when the University of Education offered only two-year programs; hence, about 93


percent of those whose academic qualifications do not include a bachelor’s degree are elementary school teachers. The percentage of certificate holders whose academic qualifications are at least a master’s degree is higher in metropolitan areas than in small and medium-size cities, in private schools than in national/public schools, and in secondary schools than in elementary schools. Sixteen percent of teachers in elementary schools hold a master’s degree, compared with 28 percent at secondary school level. The percentage of certificate holders among the entire population of teachers was over 99 percent in 2005.

C. The quantity and quality of teachers in Korea seems to be all right. The profession is fortunate to have excellent students and there is a plethora of teacher aspirants, so teacher-education institutions do not have to worry about attracting qualified students. Nearly 100 percent of prospective teachers acquire their teaching certificates before entering a school – an indication of a qualified teaching force.

D. Most teachers are recruited and employed by education authorities, either state/territory government authorities, Catholic diocesan or independent authorities. Teacher Education Institutions:


Pre-Service: In 2005, there were 13 institutions for elementary teacher training programs.comprising12 national universities, and one private university; 368 institutions for secondary teacher training programs comprising 40 national and private teachers colleges, 57 departments of education in general universities, 136 teacher training programs in general universities and 135 graduate schools of education (Ministry of Education and Human Resources Development, 2005). In-Service: In-service teacher training is held in both local training centers and faculties or departments of education in universities.

Enrollment

Pre-Service: For elementary teacher education students: 6,225 For secondary school teachers’ programs:

24,765 in 1999 25,585 in 2000 25,453 in 2001 25,266 in 2002 31,169 in 2003 32,187 in 2004 33,173 in 2005 (Ministry of Education and Human Resources Development, 2005).


Pre-Service: A minimum of four years of academic learning, including at least one year of pre-service teacher education In-Service: Short-term intensive training, which is offered during vacation periods (for approximately three months)


Pre-Service: Ministry of Education and Human Resources Development (MOE & HRD) Central Government Complex, 77 - 6 Sejong-no, Jongno-gu, Seoul, Republic of Korea, 110-760, Tel: 82-2-2100-6570.


Teacher Education Curricula (i.e. content of TE programs) : Who determines the content (subject matter & pedagogy)?

Pre-Service: Curriculum is supervised by each institution, resulting in diversity of curriculum among the different colleges. In the case of the teacher education programs in general universities and graduate schools of education the curriculum is guided by the Enforcement Regulation Number 12 of the Teacher Certification Authorization Act, which specifies a certain number of subject matter and pedagogy courses.


Pre-Service: Universities of education offer four-year programs like general universities. The total credit hours required for graduation normally is 140-145, albeit with small differences among different universities of education.


Pre-Service: Textbook selection is at the university professors’ discretion. Educational Networks: Name Contact Person Address/Email/Phone/Fax Ministry of Education and Human Resources Development (MOE & HRD)

Kim Shini Central Government Complex 77-6 Sejong-no, Jongno-gu, Seoul, Republic of Korea, 110-760 Tel: 82-2-2100-6570 Fax: 82-2-2100-6579 Website : http://english.moe.go.kr

The Korean Federation of Teachers’ Association (KFTA)

LEE, Woong-Ki (Director)

142 Woomyeon-dong Seocho-Ku, Seoul, Korea 137-715 Tel: +82-2-570-5500 Fax: +82-2-577-7487 E-mail: [email protected] : http://eng.kfta.or.kr

Korean Teachers and Education Workers Union (KTU)

Korean Teachers and Education Workers Union

Korean Teachers and Education Workers Union 4th Daeyoung Bldg 139, Seoul, Korea 150-032 Tel: 82-2-2670-9300 Fax: 82-2-2670-9305 Website:http://english.eduhope.net

Seoul National University of Education

Seoul National University of Education

Seoul National University of Education Tel: 02-3475-2114 Fax: 02-581-7711 Website : www.snue.ac.kr

Korean Educational Development Institute (KEDI)

Ee-gyeong Kim Korean Educational Development Institute 92-6 Umyeon-dong, Seocho-gu, Seoul, Korea, 137-791 Tel: 82-2-3460-0216 Fax: 82-2-3460-0156 Website : http://eng,kedi.re.kr/


http://english.moe.go.kr/


http://eng.kfta.or.kr/

http://english.eduhope.net/

http://www.snue.ac.kr/

http://eng,kedi.re.kr/

Pre-requisites: Pre-service teacher education system entrance requirements: Requirements for Entrance into Teacher Education Programs: Bachelor of Education: To enter the teacher training institutions, applicants need to have educational attainment at least equivalent to that of a high school diploma. Graduate entry program (Bachelor, Masters or Graduate Diploma): Graduates of teacher training institutions are entitled to receive the teaching certificate (Kim, 2004) Language Requirement: English is required.

Numbers of Months or Years of Minimum Education: Bachelor of Education (Single or dual degree program): Four- or five-year programs with the proportion generally representing a minimum of two years. Graduate entry program (Bachelor, Masters or Graduate Diploma): One- or two-year programs, varying across faculties.

Internships: The period of practicum ranges from six to nine weeks, with three to five credit hours assigned to that work; 15 to 30 credit hours represents an intensive course; 43 to 63 credit hours is required in courses dealing with subject matters.

Standards (Licensing of Teachers – Initial and Continuing): Entrance Examination/Test: Yes

Probationary Period: Yes

Licensure Renewal/Sustaining: In Korea, a teaching certificate is a national certificate, which means that the national government recognizes that the certificate holder has acquired the knowledge and skills needed to perform the duties of teaching.

Evaluation and Rewards: Yes

Continuing Education: Yes

Contact Information of Teacher Education Authority: Websites for various government and nongovernment education organizations State and territory governments’ school education websites Seoul National University www.sny.ac.kr/engsnu/

Incheon University www.incheon.ac.kr/english/index.htm

Busan National c of Education www.bnue.ac.kr/english/

Daegu University www.daegu.ac.kr/

Gwangju University www.kwangju.ac.kr/

Cheongju University www.cju.ac.kr/english/

Jeju National University of Education

Non-government education authorities' websites Ewha Womans University www.ewha.ac.kr/

Dongseo University www.dongseo.ac.kr/

Hallym University http://english.hallym.ac.kr

Information and Communication University Http://www.icu.ac.kr/eng/

Kookmin University http://www.cookmin.ac.kr

Korea University http://www.korea.ac.edu


http://www.sny.ac.kr/engsnu/

http://www.incheon.ac.kr/english/index.htm

http://www.bnue.ac.kr/english/

http://www.daegu.ac.kr/

http://www.kwangju.ac.kr/

http://www.cju.ac.kr/english/

http://www.ewha.ac.kr/

http://www.dongseo.ac.kr/

http://english.hallym.ac.kr/

http://www.icu.ac.kr/eng/

http://www.cookmin.ac.kr/

http://www.korea.ac.edu/

http://en.wikipedia.org/wiki/jeju_National_of_education

Cheongju University www.cju.ac.kr/english/

Kongju National University http://english.kongju.ac.kr/

Kumoh National Institute of Technology http://www.kumoh.ac.kr/eng/index.htm

Sejong University http://www.sejong.ac.kr/eng/

National education authorities Many of following education authorities' websites provide avenues to access further relevant information, including related state authorities. Ministry of Education of Korea http://www.moe.go.krGyongin National University of Education http://www.ginue.ac.kr

Seoul National University http://www.snu.ac.kr

Korea Institute of Curriculum and Evaluation http://www.kice.re.kr References Kim, E. (2007). The quality and qualifications of the teaching force in the Republic of Korea. In

R.M. Ingersoll. et al., A comparative study of teacher preparation and qualifications in six nations. Philadelphia: Consortium for Policy Research in Education.

Kwon, O-N. (2003). Mathematics teacher education in Korea. Retrieved November 12, 2007 from http://www.moe.go.kr/en/down/edu-ko-bc2.pdf.

Minister of Education and Human Resources Development, the Republic of Korea. (2007). Education in Korea 1992-1993, A Brief Outline. Seoul: MOEHRD.

Townsend, T. (2007), Teacher education and professional development for sustainable school effectiveness. Dordrecht, Netherlands: Springer International Handbooks of Education.


http://en.wikipedia.org/wiki/jeju_National_of_education

http://www.cju.ac.kr/english/

http://english.kongju.ac.kr/

http://www.kumoh.ac.kr/eng/index.htm

http://www.sejong.ac.kr/eng/

http://www.moe.go.kr/

http://www.ginue.ac.kr/

http://www.snu.ac.kr/

http://www.kice.re.kr/

SINGAPORE

Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges The large majority of full time teachers in Singapore employed by the Ministry of Education undergo a program of initial teacher preparation at Singapore’s only teacher education institute – the National Institute of Education (NIE). All student teachers are employed by the Ministry of Education, and receive a salary while undergoing initial teacher education at the NIE.

NIE offers a variety of pathways for initial teacher preparation, including a Diploma of Education for non-graduate teachers, Bachelor degree programs in Arts and Science – BA (Ed) and BSc (Ed); as well as a Postgraduate Diploma in Education for graduate teachers. At present, student teachers destined to become secondary school teachers generally attend university before undergoing a one-year Postgraduate Diploma in Education program at the National Institute of Education to be certified as teachers. A significant percentage of primary school teachers are not University graduates - such student teachers either undergo a two-year Diploma in Education program to be certified by NIE as trained teachers or go through the BA (Ed) or BSc (Ed) program to obtain a degree as well as their teaching certification.

The Ministry of Education oversees all educational policy in Singapore, including those relating to teacher education. While NIE, as an institute of the Nanyang Technological University (NTU), is not part of the MOE, it is, nonetheless, a close working partner. The Chair of NIE’s Council is the Permanent Secretary of Education and an MOE-NIE Coordinating Committee has been in existence since 1999 (Gopinathan & Sharpe, 2002, p. 25).

Some of the key current and emerging issues and challenges are:

1. Integrating the key policies and initiatives of the Ministry of Education into the teacher preparation programs to reflect political and economic considerations (Deng & Gopinathan, 2001, 2003).

2. Implementing programs that develop a well-rounded teaching profession. This involves balancing a technical orientation such as instructional design and technology, classroom management with practical orientation, e.g. school-based experience and practicum; as well as an educative or transformative orientation to develop character and attitude (Deng, 2004, p. 164-170). This is primarily moving away from teacher ‘training’ to teacher ‘education’.

3. Preparing student-teachers to enable them to become teachers who are able to adapt to the evolving Singaporean educational landscape as well as global trends in education, e.g. through stronger competencies in curriculum design, and in teaching for deep engagement and assessment (NIE, 2007).

4. Preparing student teachers to be able to bring about enhanced and engaged learning through innovative Information and Communications Technology-enabled pedagogies (NIE, 2007, p. 19) to be in line with the nation’s overall Master plan for Information Technology.

5. Providing a continuum of professional development, integrating pre- and in-service professional development programs (NIE, 2007) to meet the professional and academic needs of teachers especially in areas of need, e.g. developing educational leaders; fostering creativity and innovation in terms of teaching pedagogies; mentoring beginning teachers and providing postgraduate degree courses.


6. Developing research and evidence-based pedagogy through teacher education research, e.g. relating teacher preparation to its impact on pupil achievement (NIE, 2007, p. 43).

Framework: Education framework, vision, and policies 1. As a result of a review in 1999 of teacher education to address MOE’s Thinking Schools,

Learning Nation (TSLN) national educational initiative, a new conceptual framework of teacher education--the Desired Outcomes of Initial Teacher Training, ‘which spells out the kinds of knowledge, skills and attitudes beginning teachers need to possess’ (Deng, 2004, p. 162) was developed.

2. In addition, the vision of developing NIE, Singapore’s sole institute for teacher education into an institute of distinction was adopted. The three key strategic thrusts were identified, namely 1) delivering quality teaching training programs through a program-driven matrix organizational structure; 2) spearheading specific areas of research to meet national needs and working toward world-class reputation in educational research; and 3) developing an excellent corporate support structure. (Deng & Gopinathan, 2001). Such thrusts are continued in the form of the current 3:3:3 roadmap developed as part of NIE’s presentation to the International Advisory Panel in 2007 to review NIE’s development as a teacher education institute.

3. In 2004, in response to the focus on ‘ability-driven education,’ the pre-service program was reviewed and the VSK (Values, Skills & Knowledge) Framework was developed ‘to articulate the skills and knowledge desired in a beginning teacher’ (Tan et al, 2007, p. 13). Through the VSK Framework the initial teacher preparation program strived to develop future-oriented teachers who are adaptable and flexible to meet the uncertain demands of a changing environment. The VSK model emphasised inquiry, innovation, reflection, mutual respect, personal connections, collaboration and community. (Tan et al, 2007) Thus, VSK was ‘a model of teacher professionalism that emphasizes attitudes, values and integrity over and above content mastery and specific teaching competencies’ (Gopinathan & Sharpe, 2002, p. 27). Under VSK, the practicum or teaching practice continues as an integral part of all initial teacher preparation programs at the NIE, as does service learning.

4. Modifications made in the curriculum review in 2004 also saw the teaching practice becoming more developmental in nature by increasing the number of school attachments and structuring attachments in a scaffolded manner (Tan et al, 2007); the school-NIE partnership model continued to allow school practitioners to be more centrally involved in the supervision of teaching practicum (Deng, 2004, p. 165).

5. Funding from the MOE assisted in the establishment of the Centre for Research in Pedagogy and Practice and the Learning Science Laboratory, which are part of NIE’s overall framework within teacher education to help promote and improve research-based pedagogical practice both at NIE and at schools (NIE, 2007).

6. NIE’s pedagogical strategies in its course programs are also aligned to those of the Ministry Of Education. As the MOE’s sole teacher education institute, NIE’s mission to serve to provide a relevant teaching workforce entails that the curriculum at NIE be cognizant of nationwide policies and initiatives implemented by the MOE:

Thinking Schools, Learning Nation (TSLN)

Master plan for IT in Education 1 and 2 (MP1&2)

National Education (NE)

Desired Outcomes of Education (DOE)


Teach Less, Learn More (TLLM)

Innovation and Enterprise (I&E)

Social and Emotional Learning (SEL)

Strategic Plan: strategies and plan of the country on teacher education, training and development The MOE is committed to developing a high-quality teaching professional force to cope with the demands of the future. The emphasis is on the well-rounded teacher who is a role model of conduct for their pupils, as well as a professional with up-to-date skills and knowledge in their fields, able not only to develop knowledge and skills in their students in the more traditional sense of the word, but also able to inculcate sound social and moral values, impart learning skills, thinking skills and life skills to cope with the future, and a sense of commitment and belonging to Singapore (MOE, 2006a).

As part of the Thinking Schools, Learning Nation (TSLN) initiative, the Ministry of Education provides all teachers ‘an entitlement of 100 hours a year in-service training to keep teachers up to date and skilled’ (Gopinathan, 2001, p. 12).

MOE, Singapore, is aggressive in it strategies to meet the demands of expanding its teaching workforce to 30 000 teachers by 2010. In 2004, Minister of Education, Mr. Tharman Shanmugaratnam, announced that MOE will be recruiting about 2000 teachers every year to provide more teachers to primary schools, secondary schools and the junior colleges /CI over the next five years. By 2010, primary and secondary schools will have about 10 more teachers while the junior colleges / CI will have the equivalent of eight more teachers (Shanmugaratnam, 2004).

Additionally, MOE has been allowing non-certified teachers to play a role in schools, as well as incentivizing those who have left the workforce to reenter it through alternative means. Since 2005, MOE has also put in place an Adjunct Teacher Program for schools to rehire trained teachers who had left the profession. Since the scheme started in 2005, MOE has attracted 1400 adjunct teachers (Shanmugaratnam, 2006). By 2008, one full-time counselor, selected from serving teachers, retired principals and teachers, and mid-career professionals, will be assigned to each primary and secondary school as well as JCs (Shanmugaratnam, 2005). In addition, MOE will also train two more teacher-counselors in our secondary schools (Shanmugaratnam, 2004). MOE is also hiring new types of administrative staff such as Co-curricular Program Executives (CCPEs) (Shanmugaratnam, 2006) to ease the administrative load of teachers.

Since English Language (EL) is the main medium of instruction in Singaporean schools, the issue of teachers’ competency in EL has always been a major concern for the Education Service. To enlarge the pool of EL teachers in schools, and do more to attract those with high proficiency in the language, MOE plans to offer more teaching awards, groom potential teachers through the English Language Elective Program, recruit suitable foreign EL teachers as well as continue with the Adjunct Teachers Program implemented in October 2004 to attract formerly trained teachers, for example, retirees, to rejoin the teaching profession (MOE, 2006b). Starting from January 2007, a number of changes to the teacher training program in NIE will be implemented in phases:

a. Language and Content Enhancement for Trainee Teachers for Primary Schools in the teacher preparatory programs at NIE to strengthen the EL content knowledge and language proficiency of these trainee teachers.


b. Content Enhancement for Trainee Teachers for Secondary Schools for trainee secondary EL teachers in the postgraduate diploma programs will undergo an additional course in EL in their pre-service program at NIE to enhance their content and pedagogical knowledge.

c. MOE will continue to organize in-service courses for EL teachers to build teacher capacity through school clusters to organize customized courses in spoken EL to encourage not only EL teachers but all English medium teachers to speak well (Press Release, Oct 2007).

To balance its role as the sole teacher provider and its place in a university, NIE has recently developed a strategic roadmap of development, known as the 3:3:3 roadmap, that charts its plans for the reformation of teaching practices, research agenda and corporate support to meet the desired outcomes in terms of meeting the needs of stakeholders, achieving international recognition through education research and impacting the educational fraternity internationally (NIE 2007). The roadmap stresses educational research alongside the offering of teaching programs to meet the needs of its stakeholders at the schools and the MOE. Additionally, the entrepreneurial element present in modern university culture sees NIE developing its influence on the educational fraternity globally

In line with a holistic approach to serving the needs of the teaching profession, the Professional Development Continuum Model (PDCM) has been put in place since 2005 to link pre-service and in-service teacher education. The PDCM model is also a way to link teaching to research, thus enhancing NIE’s research efforts in teacher education as well as impacting on the educational landscape in Singapore.

Postgraduate research and fellowship programs will be expanded. Corporate support in terms of governance & management, physical & ICT Infrastructure as well as enhancement in human capacity will also be strengthened (NIE 2007).

Important national information/issues on politics, economics, language, etc. Since Singapore’s independence in 1965, Singapore’s leaders have kept in mind ‘the need to preserve political and cultural autonomy’ (Gopinathan, 2001, p. 5) through managing ‘skillfully and sensitively Singapore’s ethnic and linguistic plurality, and the fact that Singapore (has) a Chinese-majority population in an area dominated by Malay-Muslim communities’ (p. 6). Therefore education is ‘politically sensitive’ (Gopinathan, 2001, p. 7). To shape national identity and manage ethnic diversity, the Ministry of Education continues ‘government oversight in education’ (p. 7) i.e. ‘control over curriculum, educational structures, examinations, teacher qualifications and fitness to teach and conditions of service’ (p. 7).

Being a major financial, transportation and communication hub, Singapore is very much a part of the global economic network (Gopinathan, 2001). To meet the challenges of the globalized world of the 21st century ‘when a country’s economic competitiveness is based on knowledge and expertise’ (Tan et al, 2007, p. 12), the Ministry of Education has moved from an ‘efficiency-driven’ to an ‘ability-driven’ education system where a balanced holistic education is emphasized. In line with developing human capital to enhance the ‘competitiveness of the nation in the emergent global economic system’ (Deng, 2004, p. 161), the concept of ‘Thinking Schools, Learning Nation,’ was launched as an initiative in 1997. This concept aims ‘to develop future generations of thinking citizens, capable of making sound decisions, loyal to the country and committed to lifelong learning’ (Deng, 2004, p. 161), such as having the ‘ability to acquire and apply new technologies, their imagination and creativity’(Tan et al, 2007, p. 12),

As a form of ‘political acumen in handling languages and culture-related issues in a multilingual society’ (Gopinathan, 2003, p. 6), in terms of language policies, the official stance is that in the


education system, ‘the ability to communicate well in both English and mother tongue (Mandarin, Malay, Tamil) will remain a key area of focus’ (MOE, 2006b). Mother Tongues (which exclude dialects) are deemed the ‘heritage languages’ (Gopinathan, 2003, p. 6) because they ‘preserve our values and gives us our identity as an Asian society’ besides enabling ‘the next generation to ride the surging tide of economic growth in Asia’ (MOE, 2006b). For instance Chinese, in addition to being a heritage language, is considered to be economically useful, given China’s current economic modernization program (Gopinathan, 2003, p. 5), whereas English is considered the lingua franca, the common language that binds the different ethnic groups together, as well as the medium of instruction in schools (MOE, 2006b).

Singapore’s official policies on language take account of all the official languages (English, Mandarin, Malay and Tamil) yet the division of domains between languages is still part of the official language formulation (Gopinathan, 2003, p. 6). For instance, at the governmental and national levels, ‘to move language policies in new directions’ (2003, Gopinathan), measures such as the launching of language campaigns to promote the various official languages have been adopted. The Speak Mandarin campaigns, launched in 1979, promote Mandarin speaking among the dialect speaking Chinese. The Speak Good English Movement launched in 2000 is a nationwide movement to encourage Singaporeans to speak grammatically correct or standard English so as to be understood by all English speakers in this globalized and highly-interconnected world (SGEM). This SGEM movement is a reflection of the changing status of EL which has moved from ‘a colonial language spoken (fairly well) by a small proportion of the population’ (MOE, 2006b) to one where ‘all students speak English but it is spoken with widely varying standards’ (MOE, 2006b). The varying standards are due to the ‘domestication and indigenization of EL’ (Gopinathan, 2003, p. 6) which has produced ‘Singapore English’ [SE] (Gopinathan, 2003, p. 5) and/or ‘Singlish’. While ‘policy makers and language planners have required an exoglossic and exonomic standard for English and Mandarin’ (Gopinathan, 2003, p. 8), ‘there is a general consensus among educators and linguists that indigenized varieties of SE are actively and confidently emerging among Singaporeans, in the schools, in playground language, in the homes, the arts and the media’ (Gopinathan, 2003, p, 10). With the emergence of ‘SE, ‘the question of national standards, and norms and codification’ (Gopinathan, 2003, p. 6) for EL education becomes a key issue in language education. The existence of various languages in Singapore also highlights the need to examine the issue of children whose mother tongue is not English, the medium of instruction in schools, as according to the study of Quah, et al (1997) the linguistic resources of the home clearly have a strong relationship with academic achievement (Gopinathan, 2003, p. 13). The issue of cross-lingual aspects of L1 (language use at home or Mother Tongue) and L2 (second language acquired) is another key area (Gopinathan, 2003) for language education.

Government Infrastructure of Teacher Education System: NIE is the sole teacher education institute in Singapore and a part of the Nanyang Technological University. NIE works in partnership with the Ministry of Education to develop teacher training programs.


Name and Contact of Apex Organization (NIE)

Professor Lee Sing Kong, Director National Institute of Education Nanyang Technological University 1 Nanyang Walk Singapore 637616 Tel: (65) 6790 3888 Teacher Education Institutions: Number of institutes

Pre-Service: Only National Institute of Education In-Service: National Institute of Education and recognized universities and tertiary institutions, which offer specialized in-service programs e.g. National University of Singapore, Regional Language Centre & British Council

Enrollment

Pre-Service: Commencing students enrolled in a course for initial teacher training: NIE enrollment is 5,140 full-time equivalent students, with a ratio of 69 percent female and 31 percent male students (2007, NIE Corporate website)


Pre-Service: One year for Postgraduate Diploma in Education, Two years for Diploma in Education, 4-5 years BA programs


In-Service: Varies from program to program Name and Contact of Apex Organization

Pre-Service: A/P Cheah Horn Mun, Dean Foundation National Institute of Education, Nanyang Technological University 1 Nanyang Walk Singapore 637616 Tel: (65) 6790 3888 In-Service: Professor Paul Teng, Dean, Graduate Programs and Research National Institute of Education, Nanyang Technological University 1 Nanyang Walk Singapore 637616 Tel: (65) 6790 3888


Pre-Service: National Institute of Education is responsible for developing and assessing its own programs, which should be approved by the Foundation Program Office, NIE / NTU Councils. In-Service: Training and Development Division of Ministry of Education (comprising The Staff Training Branch and Teachers Network), together with the various in-service program providers and NIE, work collaboratively to provide in-service training ranging from one-session courses to multi-session courses to update teachers on the latest pedagogy.


Pre-Service: Dual degree programs: Bachelor of Arts (Education) (BA(Ed)) and Bachelor of Science (Education) (BSc. Ed.): Four- or five-year programs with four school attachments (School Experience, Teaching Assistantship, and two Teaching Practices). Candidates eligible: those who hold either GCE 'A' Levels or polytechnic diplomas. Candidates can choose primary or secondary track Postgraduate Diploma in Education (PGDE) – a one-year training program for graduates for certification as trained teachers Diploma in Education (DipEd) - a two-year training program for non-graduates for certification as trained teachers. Both diplomas cover: (a) Education Studies (concepts and principles in education) (b) Curriculum Studies (pedagogy: teaching assigned subjects) (c) Subject Knowledge (subject content for Primary School teaching) (d) Practicum (e) Language Enrichment and Academic Discourse Skills

Candidates from the DipEd program can cross over to BA programs if they achieve the desired GPA points.

In-Service: Time allocation depends on courses. • Traditional PhDs (Full time: 24 months- 60 months; Part-time: 24 months – 84

months) • Professional doctorates (EdD Dual Award) (Part-time: four – five years) • Master courses (Full time: 12 – 36 months; Part-time: 12 -48 months).In terms of

Master’s degree, there is a choice between Coursework with Dissertation or by Coursework only (part-time). M.A courses are offered in Applied Linguistics,


Educational Management, Instructional Design and Technology and Social Studies. There are various subject specializations for M.Ed while M.S. candidates can choose Exercise and Sports Studies or Life Sciences.

• Advanced Diploma and Advanced Postgraduate Diploma programs designed for specific purposes e.g. Leaders in Education Program and Senior Teachers Program.

• Short customized in-service courses. All these courses may be taken full-time, and study leave from teacher responsibilities may be available for such purposes. More often, postgraduate courses are studied part-time, in conjunction with teaching in schools. To make such courses more widely available, changes have been initiated such as teaching through customized courses to schools, clusters or zones.


Pre-Service: Flexible, it depends on the professional judgement of lecturer/course coordinator on selection of the textbooks or curriculum sources. In-Service: Flexible, it depends on the professional judgement of lecturer/course coordinator on selection of the textbooks or curriculum sources.


Pre-Service: It depends on the various academic groups in the National Institute of Education, usually on an annual basis, but the major revised programs should be approved by the relevant boards prior to implementation. The last major review of the pre-service program as a whole was in 2004 (Tan, Chong & Wong, 2007)* In-Service: Revision is done on a continual basis.

Educational Networks: Name Contact Person Address/Email/Phone/Fax Staff Training Branch Mrs. Angela Ow

Director Training &

evelopment D

1 North Buona Vista Drive Singapore 138675 Tel: +65 68722220 Fax: +65 67755826 Email: [email protected]

Teachers’ Network Ms. Ong Pheng Yen Deputy Director

1 North Buona Vista Drive Singapore 138675 Tel: +65 68722220 Fax: +65 67755826 Email: [email protected]

Regional English Language Centre (RELC)

Mrs. Tay Sor Har Director

SEAMEO Regional Language Centre 30 Orange Grove Road Singapore 258352 Tel: + 65 6885 7855 Fax: +(65) 6734 2753

British Council Eunice Crook Director

30 Napier Road Singapore 258509 Tel : + 65 6473 1111 Fax: + 65 6472 1010 Email: [email protected]

English Language and Literature Teachers Association (Singapore)

Dr Maha Sripathy President

V Box 881464, Singapore 919191Tel: + 65 9625 9614 Email : [email protected]






(ELLTA(S) Singapore Teachers’ Union

Mr. Edwin Lye General Secretary

Singapore Teachers' Union Teachers' Centre 162 Tagore Avenue Singapore 787752 Tel: + 65 6452 4403 Fax : + 65 6458 4163

Singapore Tertiary English Language Society (STETS)

Mr. Roland Davies President

Dr Radhika Jaidev School of Arts and Social Sciences SIM University (UniSIM) 535A Clementi Road Singapore 599490 Email: [email protected]

The Singapore Association for Applied Linguistics (SAAL)

Chng Huang Hoon President

Singapore Association for Applied Linguistics c/o Department of English Language & Literature National University of Singapore Block AS5, 7 Arts Link, Singapore 117570 Tel: + 65 6-874-3874 Email: [email protected]

The Society for Reading and Literacy (SRL)

Ms Serene Wee President

33 Sembawang Hills Drive Singapore 575909 Tel: 65 6455-1218 Fax: 65 6459-3009 E-mail: [email protected]

Pre-requisites: Pre-service teacher education system entrance requirements: Requirements for Entrance into Teacher Education Programs: Applicants should possess one of the following entry qualifications:

• University degree (for PGDE Primary / Secondary) ; • Polytechnic Diploma, with five Ó´ Level passes including English and Mathematics (for

BA / BSc & Diploma in Education); or two Á´ Level and two ÁO´ Level passes (including General Paper) at one or two sittings, with five Ó´ Level passes including English and Mathematics (for BA / BSc & Diploma in Education).

Language Requirement: All applicants to become English medium teachers are required to pass the English Proficiency Test before admission to NIE except for those with the following results who are exempted:

- Honors degree / Pass with merit / Pass degree graduates or final year undergraduates majoring in English Language / English Literature;

- or Candidates who scored at least a Grade B3 in EL1 in the GCE Ó´ Level Examination or at least a Grade B3 in English Paper 121, 1120 or 1119 at SPM;

- or Candidates who scored at least a Grade B3 in General Paper (English) in the GCE Á´ Level Examination.

All applicants to be Mother Tongue teachers are also required to pass the Proficiency Test before admission to NIE with exemptions for the following:

Chinese





• Honors degree / Pass degree graduates or final year undergraduates majoring in Chinese Language / Literature from Nanyang University or any universities in the PRC and Taiwan.

• Honors degree / Pass with merit / Pass degree graduates or final year undergraduates in Chinese Studies or CL from NUS or University of Malaya. OR

• Applicants who scored an 'A' Level pass with at least a Grade C in Higher Chinese (formerly known as CL1) in the GCE ' A' Level Examination or a Grade B4 / B in CL at CUE / UEC respectively, or at least a pass in CL at Junior Middle Three Level from the PRC or Taiwan.

• Applicants who scored an 'A' Level pass with at least a Grade B in Chinese (formerly known as CL2) in the GCE 'A' Level Examination or at least a Grade B for CL at STPM.

• Applicants who scored at least a Grade A2 in Higher Chinese (formerly known as CL1) in the GCE 'O' Level Examination.

Malay

• Pass with merit / Pass degree graduates or final year undergraduates majoring in Malay Studies from NUS or NTU / NIE or Honors / Pass degree graduates majoring in Malay Studies / Malay Language from any universities in Malaysia and Brunei.

• Applicants who scored an 'A' Level pass with at least a Grade C in Higher Malay (formerly known as ML1) in the GCE 'A' Level Examination or at least a Grade C in ML at STPM.

• Applicants who scored an 'A' Level pass with at least a Grade B in Malay (formerly known as ML2) in the GCE 'A' Level Examination or at least a Grade B4 in ML at CUE / UEC.

• Applicants who scored at least a Grade A2 in Higher Malay (formerly known as ML1) in the GCE 'O' Level Examination or at least a Grade A2 in ML at SPM.

Tamil

• Pass degree graduates majoring in Tamil Language / Literature from any universities from Tamil Nadu, India.

• Applicants who scored an Á´ Level pass with at least a Grade C in Higher Tamil (formerly known as TL1) in the GCE ´ A´ Level Examination.

• Applicants who scored an Á´ Level Pass with at least a Grade B in Tamil (formerly known as TL2) in the GCE ´ A´ Level Examination.

• Applicants who scored at least a Grade A2 in Higher Tamil (formerly known as TL1) in the GCE Ó´ Level Examination.

Numbers of Months or Years of Minimum Education: Bachelor of Education (Single or Dual Degree program), O or A Levels

Alternative Process for qualifying for entrance: Teachers trained by reputable universities overseas

Standards (Licensing of Teachers – Initial and Continuing): Entrance Examination/Test: No. Certification by NIE i.e. attainment of Diploma / Postgraduate Diploma

Probationary Period: One year probation as part of employment contract

Licensure Renewal/Sustaining: No need for licensing


Evaluation and Rewards: Formal and informal evaluation is ongoing at the school level for promotions through EPMS & Edu-Pac – refer to the adjacent box for details. For in-service teachers formal and informal evaluation is ongoing at the school level for promotions through Enhanced Performance Management System (EPMS) of MOE, which was implemented in 2005. EPMS allows a holistic assessment of educators’ performance based on competencies and follows a more structured process to help them identify areas for training and improvement. The system spells out the knowledge and skills required as well as the professional characteristics and behavior patterns appropriate for each of the three different career tracks, namely Teaching, Senior Specialist and Leadership (Liu, 2007b), or what is termed the "Education Service Professional Development And Career Plan" (Edu-Pac) for teachers to develop their potential to the fullest. There is also the “GROW” package (Growth of Education Officers, through better Recognition, Opportunities, and seeing to their Well-being) to cater to the professional and personal development of teachers.

Continuing Education: Beginning teachers undergo core courses such as Induction, School Level Mentoring, Structured Mentoring Programs (since 2006) and Beginning Teachers Learning Program such as Reflective Practice and Classroom Management Skills.

Teachers Network develops and manages induction of new teachers as well as provides well-being programs and iCARE services. The Staff Training Branch facilitates teachers' professional development through the sharing of best practices, learning circles, action research and publications. Teachers Network plans and organizes teacher-led workshops, seminars, conferences and learning circles; develops and manages on-line programs as well as provides well-being programs and iCARE services besides in-service courses offered under PDCM.

Pay/Salary Increase: Formal and informal evaluation is ongoing at the school level for pay/ salary increase through EPMS.

Contact Information of Teacher Education Authority: National education authorities National Institute of Education (NIE): www.nie.edu.sg/nieweb/index.doMinistry of Education: www.moe.gov.sg Other Important Players in Teacher Education in the Country and Contact Information:

Regional English Language Centre, British Council and Singapore Teachers Union –in-service and postgraduate development of teachers

References Deng, Zongyi (2004) Beyond Teacher Training: Singaporean teacher preparation in the era of

new educational initiatives, Teaching Education, Vol 15:2, pp. 159 – 173.

Deng, Zonyi., & Gopinathan, S. (2003). Continuity and change in conceptual orientations for teacher preparation in Singapore: Challenging teacher preparation as training, Asia-Pacific Journal of Teacher Education, 31, pp. 51–65.

Gopinathan, S. (2003). Language, Society and Education: Macro-perspectives. In S. Gopinathan, A. Pakir, Ho, W.K. & Saravanan, V. (Eds.), Language, Society and Education in Singapore: Issues and Trends. (pp. 1 – 16). Singapore: Marshall Cavendish.


http://www.nie.edu.sg/nieweb/index.do

http://www.moe.gov.sg/

Gopinathan, S. (2001). Globalization, the state and education policy in Singapore. In J Tan, S. Gopinathan, & W.K. Ho (Eds.), Challenges facing the Singapore education system today (pp. 3–17). Singapore: Prentice Hall.

Gopinathan, S., & Sharpe, L. (2002). The teacher is the key: Professionalism, partnership and pedagogy in Singaporean teacher education. In E. Thomas (Ed.), Teacher education: Dilemmas and prospects (pp. 23–32). London: Kogan Page.

Gopinathan, S., Ho, W.K., & Tan, J. (1999). Teacher education and teaching in Singapore, Asia –Pacific Journal of Teacher Education & Development, 2, pp. 3-14.

Lui, Tuck Yew ( 2007a, March 2007). FY 2007 Committee of Supply Debate- 2nd Reply by MOS Lui Tuck Yew on Holistic Education: Nurturing Character, Values and Life Skills for the Future. Retrieved from http://www.moe.gov.sg/speeches/2007/sp20070307b.htm

Lui, Tuck Yew ( 2007b, March 2007). FY 2007 Committee of Supply Debate- 6th Reply by MOS Lui Tuck Yew on on Teachers Workload and Assessment of Teachers. Retrieved from http://www.moe.gov.sg/speeches/2007/sp20070307f.htm

Lui, Tuck Yew (2007c, 4 Sep 2007). Speech by Radm (NS) Liu Tuck Yew, Minister of State, Ministry of Education at the Annual Teachers’ Summit 2007 on Tuesday, 4 September 2007 at 9.15 am at the Legends, Fort Canning Park. Retrieved from http://www.moe.gov.sg/speeches/2007/sp20070904.htm

Ministry of Education (MOE)( 2006a). Nurturing Every Child. Singapore.

Ministry of Education (MOE) (2006b). Report of the English Language Curriculum and Pedagogy Review. Singapore.

National Institute of Education (NIE) (2007). 3:3:3 Roadmap 2007 – 2012: Towards an Institute of Distinction. Singapore: National Institute of Education

Speak Good English Movement (SGEM). Retrieved from http://www.goodenglish.org.sg/site/about-the-movement/article-1.htm

Shanmugaranam, Tharman (2004). Speech by Mr Tharman Shanmugaratnam, Minister for Education, at the MOE Workplan Seminar 2004, on Wednesday, 29 September 2004. Retrieved from http://www.moe.gov.sg/speeches/2004/sp20040929.htm



Tan, S.C., Chong, S. & Wong, A.F.L. (2007). Reconceptualizing teacher education in the knowledge age: balancing change and values development. NIASyntt, 2/ 2007, pp. 12 – 17.


http://www.moe.gov.sg/speeches/2007/sp20070307f.htm

http://www.moe.gov.sg/speeches/2007/sp20070904.htm

http://www.goodenglish.org.sg/site/about-the-movement/article-1.htm

http://www.moe.gov.sg/speeches/2004/sp20040929.htm

SRI LANKA Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges New teachers for students in Grades 1 to 11 are recruited from National Colleges of Education (NCOEs) which offer two-year residential training programs and a one-year internship period in schools. Teachers for A' Level classes are recruited from University graduates. Untrained teachers are trained in Teacher Training Colleges and by the National Institute of Education (NIE) through the Distance Education Program. The 17 NCOEs provide pre-service training for new entrants to teaching. In addition, short-term Continuing Education courses are conducted in Teacher Education Institutes and 100 Teacher Centers distributed throughout the Island. The Universities also offer postgraduate courses in education.

The National Teacher Education Policy of 2001 specifies that the teacher supply should conform to the following Student-Teacher Ratios (STR): Primary Level = 26:1 and Secondary Level = 22:1.

There is an excess of teachers in urban popular schools and a shortage in rural difficult area schools and the Ministry of Education has offered certain incentives to teachers serving in difficult schools through Circular No. 99/17. The World Bank has provided assistance through the Teacher Education and Teacher Deployment Project (TETD) to overcome some of the problems of teacher training and deployment (See also below under Highlights).

Highlights The issues of the supply of trained teachers and of trained teachers in particular subjects: A. There is a mismatch observed in teacher numbers for subjects such as Mathematics, Science and English. The marked difference in teacher numbers exists in Sinhala- and Tamil-medium schools. Over staffing exists in Sinhala-medium schools and understaffing exists in Tamil-medium schools.

B. Distribution of professionally qualified teachers today demonstrates both inter- and intra-district disparities. Around 30 percent of the teachers in some districts are graduates while in others only 15 to 21 percent. There are certain districts where twenty to thirty percent of graduates have professional qualifications. The percentage of teachers without professional qualifications, which is 15 percent island wide, increases up to 20 to 27 percent for some districts. All this requires action to be taken for an equitable distribution of both professionally qualified graduate and non-graduate teachers.

C. Teacher deficits today are found in almost all districts for primary English. Teacher shortages also exists for the full span of the school curriculum implemented in the Tamil medium and subjects of the GCE (A/L) offered in both Sinhala and Tamil media in all, except two, districts. The Government has also introduced certain incentives to persuade teachers to take up appointments in uncongenial schools. The most effective incentive in this regard is the payment of a cash allowance. This option is also being pursued by the government. Circular No 95/11 enacted a national policy for teacher transfers and today involves the practice of appointing newly trained teachers to areas of greatest need. The policy also established a service requirement, which compelled teachers to serve in all types of schools in the country. Inter-provincial teacher transfers were also allowed to get rid of teacher surpluses and deficits.


Strengthening the management of education Management of the education system and the implementation of the reform process is the responsibility of the Ministry of Education and the Provincial Education Authority. It is essential that the Ministry of Education restructures its administrative and functional framework and builds up the required human resources capacity in order to fulfill the demands placed upon it by the education reforms. It has been suggested that the following steps be taken. i. Each major sector that comes under the reform process must be assigned a responsible

officer at the level of a Director, with delegated authority to take necessary action for implementation. This should be supported by a sufficient number of qualified officers forming a cohesive unit.

ii. Similarly, units should be set up to implement school-based management and teacher performance appraisal, Library Services, Laboratory Services, and Backward area schools.

iii. Efficient coordination and logistical support should be established between the Ministry of Education (MOE), National Institute of Education (NIE), National Colleges of Education (NCE) and Provincial Administration. Consensus should be reached between the center and the provinces on modalities for efficient and rapid implementation of the various changes. There should be no delays in communication between the Ministry and the provinces and between the Provincial Administration, the Zonal Administration and the school system.

iv. New monitoring and supervision systems should be developed, involving the center and provincial systems, whereby school-based management can operate efficiently, with an official system carrying out a monitoring and facilitating role rather than one of control.


Pre-Service: The network consists of National Institute of Education (NIE), four University Faculties/Departments of Education, 17 Colleges of Education, and four Teacher Education Institutes. Some of the universities and the NIE have their own regional centers to offer undergraduate and postgraduate programs. In-Service: One hundred Teacher Centers and 30 Regional English Support Centers (RESCs) provide in-service programs. Teacher Centers, assigned with the responsibility of continuing teacher education, are attached to the Colleges of Education for academic purposes and to the zonal education offices for administrative purposes. Some of the universities and the NIE have their own regional centers to offer postgraduate programs.

Enrollment In-Service: Over 2000 teachers (attached to Teacher Centers)


Pre-Service: National Diploma in Teaching = three years (comprising two-year period in College and one-year internship). In-Service: Continuing education is provided through short-term nonresidential courses.


Pre-Service: Ministry of Education, Sri Lanka

Teacher Education Curricula (i.e. content of TE programs):


Teachers are prepared to teach various subjects in schools. In 2000 a large-scale curriculum diversification project was initiated. The number of specialization courses in Colleges, originally t seven, was increased to 25. Religion, covering Buddhism, Hinduism, Islam and Christianity; Aesthetic Education covering Art, Music, Dance and Drama; Mother Tongue covering Sinhala and Tamil; Technical Education covering four technical subjects were introduced along with Social Studies and Library and Information Studies. Special Education and Western Music are two courses that have been added recently. Competency-based, student-centered and activity-oriented learning-teaching materials are now being developed to facilitate the move from transmission and transaction to transformation learning and teaching. Educational Networks: Ministry of Education, Sri Lanka Provincial Education Authority Pre-requisites: Pre-service teacher education system entrance requirements: Requirements for Entrance into Teacher Education Programs: GCE (A/L) examination

Internships The three year National Diploma in Teaching offered by the Colleges has a two-year institutional period and a one-year internship period.

Standards (Licensing of Teachers – Initial and Continuing): Licensure Renewal/Sustaining: One hundred Teacher Centers provide short-term, nonresidential continuing teacher education in order to upgrade teacher skills at least once in every seven years.

Evaluation and Rewards: Qualified teachers. Twenty-six point seven percent of the teachers today are graduates and only 16.5 percent of them have professional qualifications.

Continuing Education: Continuing teacher education is provided to meet national and local needs of the education system and facilitate the career development of practicing teachers. These programs, adopting a thematic approach, attempt to develop knowledge and skills of teachers in new content areas introduced by the education reforms. Efforts are also made to inculcate attitudes required by teachers to be successful in their jobs, and improve their proficiency in Information Technology (IT) and English that are needed for curriculum implementation.

Quality improvement of the internship program is also attempted with special training offered to school principals and mentors who help the system to grow continuously through self-evaluation and development. Aspects such as reflective practice and action research are also introduced.

Pay/Salary Increase: A carefully structured teacher appraisal system for transfers, promotions and the selection of teachers for scholarships and training was expected to be in operation from early 2003. It has been modified after consultations with Trade Unions and is ready for implementation.


THAILAND

Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges Teacher education consists of pre-service and in-service training for elementary, secondary and tertiary levels of education. Approximately 85 percent of the graduates are teaching in public schools, while the remaining are in private schools. Most primary teachers (about 84.7 percent) hold a four-year bachelor’s degree or higher, while 95.9 percent of teachers in secondary schools hold the same level degree, but many have training in specialized subject areas like Mathematics, Science, Foreign Languages, Physical Education, Industrial Arts, Computer Technology and Education Innovation. One of the main issues confronting teachers is their economic status. Many teachers are in debt because their salaries are low. Their heavy workload prevents them from performing their job effectively. The Ministry of Education (MOE) is working on procedures to lessen these issues.

Framework: Education framework, vision, and policies The 1992 National Education Act (revised 2002) has set up the framework for teacher education with a clear policy to reform teacher training and to develop in-service training by emphasizing teachers’ and administrators’ licenses; to decentralize the personnel affairs (human resources) administration; to develop new salary scales for remuneration and other benefits for teachers, and to focus on the quality of teaching through reform in learning and teaching.

Strategic Plan: strategies and plan of the country on teacher education, training and development The National Education Council (NEC) of the MOE has proposed strategic plans for teacher education and professional development. Some of the initiatives involve the creation of the national teacher award, academic coupons, the training of a new generation of teachers and educational personnel to fill vacant positions of teachers who have taken early retirement, and to reform the whole teacher training setup in order to improve quality.

Highlights Teacher shortages in primary and secondary schools prevail despite a variety of measures taken by the MOE to alleviate the problems. The Thai government has realized this issue. To alleviate the problems, the MOE proposes to refill up to 50 - 100 percent of the vacancies. However, more pre-service and in-service training programs to increase the number of teachers in subject areas such as Science, Mathematics, Foreign Languages and for students with disabilities (special educational needs) are still needed.

The CDFE and the CTEPIHL serve as a university network coordinating the Deans of the Colleges of Education. There is liaison between the universities and the DSQHE in the OHEC on matters of curricula, regulations and the implementation of the OHEC’s policy regarding university teacher education. The SOTCT is responsible for teacher licensing and professional development, while the ITTPD serves as the in-service training center for teachers and administrators. Teacher Education Institutions:


Pre-Service: The main institutions for pre-service teacher education are the Colleges or Faculties of Education in the public or private universities of the country. There are 64 public and five private institutes of higher learning conducting pre-service training for


teachers. Faculties or Colleges of Education in the public university, including the Rajbhat University, offer courses for teacher training for primary and secondary schooling, while Rajmongkol University trains teachers for vocational schooling. Only some private universities are offering teacher training courses, but these are mainly graduate programs for a Master’s Degree in Education. In-Service: For in-service education, the main duties are conducted by the National Teacher and Education Personnel Division (NTEPD) of the Office of Basic Education Commission (OBEC) with 178 Local Education Service Areas (LESA).The NTEPD of the OBEC of the MOE provides in-service training for primary and secondary teachers. The training is provided along with the policy and guidelines stipulated by the MOE, and the OBEC. The LESA Office conducts training for their teachers and education administrators as necessary.

Enrollment

Pre-Service: Enrollments each year are around 30,000 to 35,000 for all teacher training courses. In-Service: All teachers and education personnel are expected to receive in-service training. Approximately 82 percent of the teachers and educational personnel complete the training programs each year.

Strategic faculty detail

Pre-Service: The trainers are full-time and part-time faculty members. Number of years to complete

Pre-Service: The majority of teacher education programs take four years to complete with one year of the internship program in classrooms. A new five-year program has just started in some institutions. In-Service: Education officers and education specialists from the MOE conduct a variety of training programs involving short courses of one - three weeks under the guidance of the NTEPD.


Pre-Service: The Faculty Committee for Curriculum Planning determines the subject matter of the teacher education curricula. It is subject to approval from the University Council and the Office of Higher Education Commission (OHEC). In-Service: The OBEC‘s team of education officers plans the curriculum according to the guidelines given to them by the Directors of LSEA.


Pre-Service: Each course comprises 3-credit hours for 45 class hours per semester. In-Service: The training program is conducted one or two days a week or during the summer school break.


Pre-Service: The textbooks for the courses offered are written by the course instructors or the Committee for Textbooks assigned by the Faculty or the College of the university. In-Service: The team of the in-service training program prepares the training materials with assistance from experts in the field.


How often are the teacher curricula revised and by what process? Pre-Service: The curricula are evaluated and revised by the Faculty Curriculum Committee after the course has been offered from three to five years. The Internal Committee on Quality Control also takes part in evaluating the teaching and learning processes based on the College teacher training curriculum. In-Service: There are procedures to revise the curriculum for in-service teacher training based on the changes in the MOE’s policy and the guidelines from the OBEC.

Educational Networks: The teacher education networks are mainly linked with the MOE’s five commissions for education. These are the Commission on Higher Education, the Commission on Vocational Education, the Commission on Basic Education, and the Office of the Secretariat of Education which includes the Division of Non-formal Education, and the Private Basic Education Division. There is also the network of the Council of Deans of Education which links the teacher training institutions within the country. Contact for the Councils of Deans for public and private colleges of education are shown below: Name Contact Person Address/Email/Phone/Fax The Council of Deans of the Faculties of Education (CDFE)

Professor Dr. Pruet Siribanpitak, Ph.D., Dean

College of Education, Chulalongkorn University, Phyathai Road, Bangkok 10330 Email: [email protected]

The Committee of Teacher Education of the Private Institutions of Higher Learning (CTEPIHL)

Dr. Manit Boonprasert, Dean

College of Education, Rangsit University Tel: 662 792 7519 Website: http://www.rsu.ac.th/education

Thailand Reading Association

Dr. Uthai Piromruen Ramkhamhaeng University, Bangkok, Thailand Reading Association Email: [email protected], [email protected]

Pre-requisites: Pre-service teacher education system entrance requirements Requirements for Entrance into Teacher Education Programs: All applicants entering a teacher training program must pass the entrance examination.

Language Requirement: Mostly English is required as a prerequisite for the first year students. If the student teachers are majoring in the teaching of other foreign languages (i.e. French, German) they are required to take such foreign languages as prerequisites. Alternative Process for qualifying for entrance: Two universities have adopted an open admission system allowing students to enroll without passing the entrance examination, but these students must complete the High School Certificate program or a three-year Diploma in Education program. The second group takes only three years to complete their training program as they can transfer their credit hours for the basic education course. Internships: Internships for the teacher candidates must be completed within one - two semesters before graduation, except for those who are already teachers, for whom the internship may be waived. Standards (Licensing of Teachers – Initial and Continuing):




Entrance Examination/Test: There is an examination for non-Thai teachers who have a four-year Bachelor Degree of Education or other degrees. They must apply for a teacher license. The examination is waived for five-year Bachelor Degree holders, or for those who have completed in-service training and hold a Bachelor Degree of Education or other degrees and have a certified letter indicating that they have a teacher qualification.

After the 3rd year of the promulgation of the National Teachers Council and the Education Personnel Act, B. E. 2547 (B.E. 2550) all applicants with a four-year Bachelor Degree in Education, which has been certified by the National Teachers Council (NTC) must take the examination before they can be granted the teaching license. All other non-education degrees must be certified by the National Teachers Council (NTC) before being used by individuals who are applying for the teacher license.

Probationary Period: The probationary period is one year of teaching experience for those holding a new Bachelor’s Degree. This requirement is not applied to those who had teaching experience before the promulgation of the National Teachers Council and Education Personnel Act, B.E. 2547.

Licensure Renewal/Sustaining: Licensure renewal/sustaining is required every five years.

Evaluation and Rewards: Teachers holding a teacher license must apply for renewal by taking a teaching efficiency evaluation. No license is valid after five years, but the license holder may apply for its renewal.

Pay/Salary Increase: The teacher assistant receives a salary that is different from that of teachers who have a teacher license.

Contact Information of Teacher Education Authority: Dr. Chakrapat Wata, Secretary of the National Teachers’ Council. Secretariat Office of the Teachers’ Council of Thailand (SOTCT) 128/1 Rajseema Road, Dusit, Bangkok 10300 Email: [email protected] Mr. Santat Sintupanpratoom, Director, Institute of Teacher Training and Professional Development (ITTPD) 60 Moo2, Tambol Rai-Khing, Sampran, Nakorn Prathom 73210. Email: [email protected] Mrs.Varaporn Seehanart, Director, Division of Standards and Quality of Higher Education (DSQHE) Office of Higher Education Commission (OHEC) Email: [email protected]

The Local Administrative Authority Ministry of Internal Affairs Other Important Players in Teacher Education in the Country and Contact Information: The Parent-Teacher Organizations The Student Alumni Association The Local School Community Committee





TIMOR LESTE

Context: Background Information Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges East Timor/Timor Leste gained independence in 1999 after 24 years of Indonesian rule and over 500 years of Portuguese colonization. In the ensuing years, the country has been administered by the UN and then a National Government. During this time, the new government has worked to rebuild many of the state institutions previously administered by Indonesia and destroyed in their subsequent withdrawal. The country has worked to build technical expertise as well as rebuild much of the infrastructure and develop materials relevant to this context.

In education, the entire sector is still being developed. Many schools were destroyed and teachers returned to Indonesia. It is estimated the primary school sector lost 20 percent of its teachers and the pre-secondary and secondary schools lost 80 percent. Under UN administration, many volunteer teachers were taken into schools and these people continue to teach as the country’s birthrate soars and the demand for schools increases. A school typically has a staff that contains either of the following qualifications: (a) Attendance at SKG: the secondary school equivalent program that prepared teachers (Indonesian); (b) KPG: post secondary school teaching course (Indonesian); (c) No teaching qualifications, with or without secondary, pre-secondary or even primary school education.

Framework: Education framework, vision, and policies Framework for Education -- At present there is an inadequate legal basis for activities of the various government-controlled institutions, communities and church organizations in the education sector. Additional legislation must be prepared and enacted to ensure effective governance arrangements for the sector. These include the following: • Basic law on education.

• Organic law for the Ministry of Education, Youth, Culture and Sports.

• Regulation to govern tertiary education institutions.

• Law or charter to provide the legal basis and future development of the National University.

• Regulations to govern the establishment and operation of nongovernment schools. Introduction of necessary legislation and regulations will facilitate specification of the respective roles to be played by the government, church, NGOs, local communities and parents in the management of education. The formulation of the basic law on education and the organic law for the Ministry is underway with assistance from TFET, while the other above-mentioned regulations will need to be undertaken with support from CFET and future donor assistance.

Vision -- The Ministry has identified and adopted the following key objectives and program priorities for the five-year period, 2004-2008: • Establish an appropriate policy, legal and regulatory framework for the education sector;

• Promote universal quality primary education with emphasis on the following: improved equity, access and coverage; improved student achievement and overall quality; and reduced drop-out and repetition;

• Hasten the effective re-introduction of Portuguese and Tetum in schools;


• Rationalize the provision of tertiary education; and

• Build the capacity of the Ministry for educational management and service delivery.

Policies and Programs for the Medium-Term-- Developing policies and plans, including the legal and regulatory framework, and monitoring and supervision systems. The Government is strengthening its capacity for educational planning and policy development, school supervision, and monitoring of student achievement through a system of periodic examinations.

Promoting equity, quality, access and coverage of basic and secondary education, through the following actions: • Build/establish 20 new primary schools in sucos with significant number of children, but without their own primary school.

• Build 15 new pre-secondary schools in sub-districts most in need.

• Rehabilitate at least 15 percent of the current primary and pre-secondary school classroom stock.

• Identify at least 20 percent of primary schools, which are unable to provide the complete 6 grades, and expand their capacity to a complete standard.

• Promote gender balance in educational participation targeted towards girls.

• Improve water and sanitation in schools.

• Install laboratories and libraries in secondary high schools.

• Build housing for teachers in schools located in remote areas.

Promotion of gender equality in education. The Ministry will develop and implement more targeted policies to promote participation of girls in the education system, including (a) an educational and social mobilization campaign to change the view of tradition bound families on the importance of girls education, (b) a review of the curriculum and textbooks to identify and correct gender stereotypes, (c) a review school location standards to address more effectively the concerns of parents regarding the safety of their daughters when the schools are distant from their homes, (d) provision of adequate water and sanitation in schools and separate toilet facilities for girls, (e) the recruitment of more women teachers, and (f) greater gender balance in positions of educational administration.

Improvements in internal efficiency through the following : • Reduce by 20 percent the existing dropout and repetition rates in both primary and pre-secondary education. These measures will improve the net enrollment ratio and reduce the number of overage children in the school system.

• Implement a robust school health program, particularly among primary school children to reduce health-related causes of absenteeism and eventual dropout and repetition.

• Initiate and provide a school feeding program, targeted at 20 percent of the primary school children, focused on schools in the poorest communities.

Step up teacher training to improve student achievement and overall quality through the distribution of teaching materials and guides to all primary schools and the adoption of new primary education syllabi. (see details below)

Reintroduction of Tetum and Portuguese in schools. (see details below)


Rationalizing the provision of tertiary education. One of the challenges and concerns identified in the NDP and the EPF is the development of a high quality tertiary education system in Timor-Leste, which is responsive to the higher level manpower and professional needs of the economy; meets basic international accreditation standards; provides equitable access to all socio-economic classes based on individual capacity; and provides research and intellectual leadership necessary in a democratic and transparent society.

In the medium term, the investment effort will focus on building the capacity of the Ministry to develop governance structures and mechanisms to ensure that appropriate standards are developed and implemented for the existing 18 private institutions, which currently offer a range of tertiary education services to the public. This effort will include the establishment of a tertiary education council, accreditation system for academic programs and courses, and related regulatory mechanisms. The Government will also continue to support the development requirements of the National University of East Timor (UNTL), primarily focused on the continuing strengthening of its faculties particularly those that are vital for the development of the economy and the civil service such as polytechnics, education, agriculture and public administration.

Supporting a robust program of overseas scholarships, particularly at the graduate level and those requiring high specialization vital for national development, including the following proposals:

• Improvement of the UNTL library ($500,000);

• Laboratories for improving the teaching of mathematics, chemistry, biology and physics ($1.0 million);

• Hiring of overseas experts for curriculum review and evaluation/accreditation of all tertiary education institutions ($600,000);

• Continuing capital development in key UNTL faculties such as engineering in Hera ($5.9 million); and

• Local scholarships for needy, but qualified students ($60,000).

Building capacities for education management and service delivery, including decentralization of budget management to the district level, building the capacity of school headmasters to manage small school funds and block grants for school improvement, and experimenting on the merits of involving communities and parent associations in helping manage schools and monitoring key educational variables such as the availability of teaching materials at school level, regular attendance of teachers, student absenteeism and its causes, and similar important variables in the teaching/learning process. The key features of the program include:

• Delegation to district and school heads of certain authorities related to personnel management such as teacher selection, assignment and discipline; and experimental management of funds which may be best handled at district and school level such as for minor school repairs;

• A pilot grants-to-schools scheme will be implemented through training and distribution of funds to the school committees.

• The Ministry’s low budget execution in the first three quarters of FY2003/04 is to be improved through closer monitoring of expenditures.

Sources: Timor-Leste: Education and Training Sector Investment Program, Ministry Of Education, Youth, Culture And Sports & Secretariat Of State For Labour And Solidarity


Strategic Plan: strategies and plan of the country on teacher education, training and development Teacher recruitment -- The education programs above described would require recruitment of additional teachers. In the case of primary schools an additional 1,500 teachers would be needed to bring the student-teacher ratio down from 40:1 to about 30:1. In the case of junior secondary schools, approximately 450 additional teachers would be needed to maintain the current student teacher ratio at 25:1. A small number of additional teachers would also be required to maintain the current student-teacher ratio. To the extent that the additional 2,025 teachers are to be permanent civil servants, there is an issue related to Government policy on the size of the Civil Service. There are now 12,062 permanent civil servants, which exceeds the intended mature size of the service of 12,000 personnel. To address expected constraints in increasing the size of the teaching force, the Ministry will explore alternative ways of reducing additional teacher requirements, including adopting double shifts in urban schools where the availability of transportation and electricity is not a serious constraint; multi-grade teaching where this is appropriate in order to reach more rural children, and distance learning techniques. In the longer term, adoption of strategies to reduce the number of overage students through correct age enrollment and reduction of dropout and repetition rates will reduce the number of teacher requirements.

Teacher Training -- Many of the 7,825 teachers currently employed, including the volunteer teachers, have had only minimal training and most have no formal teaching qualifications. The immediate priority is to improve the skills and qualifications of existing teachers. Courses have now been designed for both primary (D2) and secondary (D3) levels of qualification, and training programs for the first batch of 1,000 teachers has been launched by the Institute for Continuing Education (ICE). The program is supported by 117 Portuguese trainers and 170 Timorese trainer trainees. The TFET funded study that assesses teacher-training requirements will be completed later in the year and will give further insight into the options and strategies for teacher training. The Government will expand the D2 and D3 programs to reach an additional 1,000 teachers in the next three years, at a cost of about $3.3 million. The current five-year program is largely funded by Portugal and addresses teacher quality issues for teachers already in the teaching service.

In order to provide for the pre-service teacher requirements of the system, the Ministry proposes to establish a pre-service teacher training program focused at primary education teacher requirements, at an estimated cost of $1.5 million in the next three years. The Ministry’s Institute for Continuing Education (ICE) will manage these programs.

For the longer term, the prevailing view is that all teachers should have a basic university degree. Given the MDGs for 2015, the total number of teachers may eventually stabilize at somewhere around 9,000 to 10,000, which suggests an annual need for 450-500 university trained replacements. A three-year university program for teachers would then imply a total of 1,350- 1,500 undergraduates at any one time. The capacity of the tertiary education system for effective training of this number of teachers will need to be evaluated once the most immediate and pressing needs for training the existing cadre of teachers is well underway. This university program would need to be supplemented with an ongoing in-service training program for teachers in the work force.

Sources : Timor-Leste: Education and Training Sector Investment Program, Ministry Of Education, Youth, Culture And Sports & Secretariat Of State For Labour And Solidarity

Important national information/issues on politics, economics, language, etc.


The general policy on the use of language in schools is clear. Instruction is to be in Portuguese and Tetum. Implementation from Grade One has now progressed to Grade Four. Within the medium term, a new generation of primary school students shall have completed instruction in the official languages (in reality, primarily in Portuguese since Tetum has been determined at this point as still inadequate and requires development to be a language for instruction, particularly in technical subjects such as science and mathematics). A major challenge to be addressed in the medium term is how to effectively bridge the language transition in pre-secondary school for this cohort of primary school graduates who are no longer proficient in the Indonesian language as it has been dropped as a subject. The current batch of teachers in pre-secondary schools is still proficient only teaching in the Indonesian language and continue to use textbooks in this language. Since teachers in secondary education are largely subject specialized, they will need effective training for proficiency in teaching in Portuguese in their subject specialization. Otherwise, this could result in undue deterioration on the quality of instruction and student learning. As mentioned, massive teacher training in the Portuguese language is already ongoing with assistance from Portugal.

However, there will be a need to supplement this effort with the development and provision of appropriate textbooks, teaching guides and other learning materials to hasten the transition to the official languages and to reduce possible adverse effects on student learning achievement. There is also a need in the medium term to plan and provide for similar transition requirements for senior secondary education, to ensure that the transition in six to seven years’ time will be effective.

Sources: Timor-Leste: Education and Training Sector Investment Program, Ministry Of Education, Youth, Culture And Sports & Secretariat Of State For Labour And Solidarity

Highlights Regarding the institution offering a three-year, Australian accredited primary school teaching qualification: it is located in Baucau, the nation’s second biggest city. Entry is secondary school certificate. The first 51 graduates of this program entered schools in September 2006 and 50 have since graduated in October 2007. There has been tension between the Ministry of Education and this teacher institute since it is a private college.

Regarding the national University program, it has no graduates yet. The National University has continued to provide two-year subject specific teacher training programs for pre- and secondary teachers, in Science, Mathematics, and English.

Regarding In-service training, it is supposed to be coordinated through the National Centre for Professional Formation, the in-service arm of the Ministry of Education, but this center has not been proactive in developing or leading teacher formation in the country: it serves as an information archive and venue for program delivery, if the program organizers are aware of its existence, which is rare.

The main in-service program in the country is run and financed by the Portuguese government, designed to develop teachers’ ability to use and teach in Portuguese. There are further modules that cover the curriculum and teaching methodology. The program is taught by both Portuguese and suitably qualified Timorese teachers. The qualification is the three level Bacheralato and teachers across the country must attend this in their non-teaching time, usually several afternoons a week. In reality, teachers are spending teaching time traveling to and from their place of study as well.


The UNICEF-supported in-service program, Child Friendly Schools, provides school support in PTA formation, School administration and teacher development and is operating in about 500 of the 800 primary schools throughout the country. However, the in-service component is very small as the Ministry has not committed the staff resources needed to support the program. The program has offered teachers workshops in child friendly practices, developing school-based professional learning teams and some curriculum areas, such as reading. The structure of cluster groups of schools is in place, but not being used effectively. This program has also handled the roll out of the national curriculum to all teachers so that by December 2007, all teachers in East Timor have been provided with a copy of the curriculum and received orientation on how to use it. Note: this is the first curriculum developed for Timor by Timorese writers.

The Brazilian mission provides in-service for pre-secondary teachers in Dili and Baucau, providing certification to teachers who have not attained a secondary school education themselves. This is due to finish in January.

In-service training is provided by Children in Crisis in the Eastern region, a module program in methodology.


Pre-Service: - One education institution offering a three-year, Australian accredited primary school teaching qualification * - The National University has begun a teacher education program for primary school teachers ** - Several small, private universities, mainly in Dili and Baucau, offer teacher training, but the accreditation process has not been completed for many of these In-Service: Many in-service agencies operating in the country, both through the government and other NGOs.

Teacher Education Curricula (i.e. content of TE programs).

In 2006, the final version of teacher competencies was presented to the Ministry of Education. These were devised in consultation with a wide range of teaching and government groups and were planned to be the basis for ongoing teacher training with eventual links to supervision and competency-based pay and incentives. The Ministry is yet to endorse or make any further moves on these. Educational Networks: There is no professional teacher association or union operating in Timor Leste.


At present there is no licensing or certification processes linked to pay: all pays are standard across the country, regardless of qualifications, experience or hours taught per month. (Current pay is US$150). A school director (principal/head teacher) is paid the same as a classroom teacher and has no particular training or support for this role.


TURKEY Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges Political Context: Turkey is a secular government with a Muslim population. Turkish leaders aspire to enter the European Union and to equalize Turkish standards with European standards. Current performance on PISA reveals Turkey significantly below EU performance and performance of both new members and candidates as well.

Turkey also struggles to meet the challenge of a significant level of illiteracy and low literacy especially among females and ethnic minorities.

Norm Staffing: In 2001-2002 academic year there were 583,000 teachers, excluding the administrators, in the Turkish education system. In order to reduce the number of students per teacher and to ensure that teachers have more time for their students and can help them better in their mental, emotional and psychological development, in the last five years a total of 188.544 new teachers have been appointed.

Norm staffing is a centralized attempt to redistribute a qualified education workforce to meet local needs. Norm staffing is based on number of students, number of lessons per week and number of classrooms. Once identified in such a manner, the norm staffing is matched with the administrators and teachers working in the schools. Teachers who are redundant according to the norm staffing are assigned to coordinating schools and institutions in areas with more than one education region.

Framework: Education framework, vision, and policies Qualitative and quantitative objectives for the 2000's have been determined by considering the measures of developed countries, particularly of the EU and the OECD countries. The general objectives are:

• Increasing the average education period from five years in 1997 to at least eight years • To equalize the education level for rural and urban areas • To provide equality of opportunity in all kinds and at all levels of education • To reach the EU indicators in all levels of education • To increase student success at all levels of education • To develop course books and to give them functionality in all education institutions • To increase efficiency of resource utilization in investments and current expenditures • To make room for specialization services at all levels of the education system

Special Objectives

• increase access to pre-Primary education • increase quality of education in the primary education schools that serve the students living

in small settlement areas • increase quality in primary schools where combined classrooms are concerned and to

minimize the number of such schools • ensure psychological and physical as well as mental development of children • provide students an opportunity to learn at least one foreign language,

establish workshops in all primary schools • increase compulsory education to 12 years


• provide education to the population between ages 14-17 with 65 percent of the students in vocational education and 35 percent in other secondary education institutions; restructure the system so that youths between 14-17 are prepared for a profession and/or for higher education; and implement vocational and technical education curricula so as to ensure the attainment of international standards.

Strategic Plan Studies are being made for the adaptation of the Turkish education system to the education systems of the countries of the European Union. The Turkish education system and programs shall be comparable to the education systems and programs of the EU countries and adaptation shall be completed, while caring for and protecting the national interests. With the credit obtained from the European Union;

• Modernization of vocational technical education institutions, • Reinforcement of vocational education and training in Turkey, • Projects for supplementing basic education have been prepared.

With these projects, the aim is to increase the quality and suitability of education in vocational and technical education institutions by developing the education programs and equipping such institutions with modern educational technologies. By ensuring coordination between the education institutions and the qualified manpower required by the labor market, these projects support the restructuring of the education system, which aims to improve the manpower that can meet the needs of the labor market.

Important national information/issues on politics, economics, language, etc. The country also faces high levels of adult illiteracy, especially for women. Nonformal education programs and public private partnerships are approaches being used to lower the illiteracy rate. The Central Government is also challenged to provide equal quality education to its diverse ethnic and linguistic minorities and to create texts and a curriculum that reflects a positive, multicultural national identity.


The Ministry of National Education has provincial organizations in 81 cities and 850 towns, 58 of them being the central towns of metropolitan cities. The Ministry of National Education has representation offices in 22 countries with 21 education undersecretaries and 17 education attaches.

Central Organization: The Ministry consists of the Training Council, main service units, counseling and inspection units and auxiliary units. Chairmanship of the Occupational and Technical Training Research and Development Center and Chairmanship of the Project Coordination Board Center are also included in the central organization.

The Minister is responsible for executing the services of the Ministry in compliance with the legislation, the government's general policy, the national security policy, development plans and annual programs, and for establishing cooperation and coordination with the other ministries and institutions on subjects in activity areas of the Ministry.

The Undersecretary is the assistant of the Minister and responsible for working on behalf of the Minister to organize and execute the services of the Ministry in line with the goals and policies of


the Ministry, development plans, annual programs and legislative provisions. Five deputy undersecretaries are appointed to assist the Undersecretary in the execution of his services.

Board of Education and Discipline: Board of Education and Discipline is a decision-making unit directly reporting to the Minister. It helps the Minister in almost every education-related matter, expresses opinions, undertakes research or has others do research on education problems.

Main Units General Directorate of Pre-primary Education General Directorate of Primary Education General Directorate Secondary Education General Directorate of Technical Education for Boys General Directorate of Technical Education for Girls General Directorate of Trade and Tourism Education General Directorate of Teacher Training and Education General Directorate of Religious Education General Directorate of Apprenticeship and Non-formal Education General Directorate of Higher Education General Directorate of Foreign Relations General Directorate of Education-Training Abroad General Directorate of Special education Institutions General Directorate of Special education Guidance and Advisory Services General Directorate of Educational Technologies Chairmanship of In-school Physical Education, Sports and Scouting Office



Pre-Service: 45 public/ 5 private

Enrollment Pre-Service: Approximately 30,000


Pre-Service: Universities provide teacher education through Faculties of Education Divisions



Pre-Service: Primary Education Teachers - four years; Secondary Education Teachers - four years; Alternative licensing (Postgraduate Teacher Education for specialists in math, sciences and technology.


Pre-Service: Higher Education Authority (YOK) In-Service: In-Service Training Directorate of Ministry of Education

The supreme authority for the regulation of higher education is the Council of Higher Education, which is a fully autonomous national board of trustees without any political or government affiliation. The Interuniversity Council consists of the rectors of all the universities and one member elected by the Senate of each university. The foundation universities are under the supervision of the Council of Higher Education and their programs must be regularly accredited. In the universities, the medium of instruction is Turkish.

Teacher training programs have been reorganized in order to meet the short- and long-term teacher requirements of the primary and secondary education institutions. The new system that has been implemented since the 1998-1999 academic year is based on the principles of; 1. Training Pre-primary and primary school teachers with bachelor's degrees, 2. Training secondary school teachers with four-year bachelor's degrees for Foreign Language, Music, Art, Physical Education, Special Education, Computer Teaching Technologies and with non-dissertation graduate degrees (3.5+1.5=5 years or 4+1.5=5.5 years) for Science, Mathematics and Social subjects. Number of types of programs of teacher education institutions: 29. Also, in order to employ one teacher in several areas, the practice of a compulsory second subject has been introduced in the teacher training programs for primary education schools.


Pre-Service: Higher Education Council (YOK) In-Service: Higher Education Council (YOK), World Bank and bilateral special programs


Pre-Service: The four-year program (240 credit hours) allocates approximately 200 hours of practicum experience and 280 hours of other courses including planning and evaluation, growth & learning, special teaching methods, materials development, classroom management, and teaching methodologies in various subject disciplines


Pre-Service: YOK How often are the teacher curricula revised and by what process?

Pre-Service: Last curriculum revision in 2003


Educational Networks: Name Contact Person Address/Email/Phone/Fax Higher Education Directorate under Ministry of National Education

Hüseyin Çalık (directorate) Higher Education Directorate A Blok 6. Kat Bakanlıklar Ankara Tel: +90(312)- 4131643

Higher Education Board Erdoğan Teziç (the president) Ministry of National Education (MONE) (Milli Egitim Bakanligi)

Metin Bostancioglu, Minister Bakanliklar Ankara, Turkey Tel: +90(312) 4186417 +90(312) 4255330 Fax: +90(312) 4177027 www.meb.gov.tr

Council of Higher Education (Yükseköôratim Kürulu) (YÖK)

Kemal Gürüz, President Administrative officer: Tugmac Sayrac, Vice-President 06539 Bilkent, Ankara Turkey Tel: +90(312) 2664725 +90(312) 2664726 Fax: +90(312) 2665153 www.yok.gov.tr

Turkish University Rectors Committee (TURC) (Rektörler Komitesi)

Kemal Gürüz, President (ex officio)

Administrative officer: Deniz Ates, Secretary 06539 Bilkent, Ankara Turkey Tel: +90(312) 2987140 Fax: +90(312) 2664759 EMail: [email protected]

Pre-requisites: Pre-service teacher education system entrance requirements: Requirements for Entrance into Teacher Education Programs: Since 1999, the entrance examination system has been based on a one-stage examination, the ÖSS (The Student Selection Examination), comprised of two tests. One measures candidates' verbal abilities and the other quantitative abilities. ÖSS is taken in May throughout the country in a single session and at the same time in all centers. ÖSS consists of five parts: Natural Sciences, Mathematics, Turkish, Social Sciences and Foreign Language. Admission is based on the composite scores, which take into account the ÖSS scores and the high school grade point averages.

Language Requirement: Turkish

Numbers of Months or Years of Minimum Education: Three years at secondary school level with diploma

Alternative Process for qualifying for entrance: None

In general high schools, the average number of weekly periods of teaching in each grade varies from a minimum of 33 to a maximum of 41. In their second year, students in high schools where the general program is applied may choose to attend branches, which specialize in the natural sciences, literature and mathematics, the social sciences, foreign languages, art or physical education.


http://www.yok.gov.tr/

Vocational high schools provide three-year secondary education, train qualified people for various professions and also prepare students for higher education. Technical high schools offer a four-year program. Subjects offered in the first year are the same as in the vocational high schools. Secondary education students obtain the Lise Diplomasi, which is the prerequisite for entry to higher education. Admission to university is centralized and based on the Student Selection Examination (ÖSS). Those with good grades (minimum 120) are qualified for the four-year undergraduate programs. Those who have grades between 105 and 119 can be admitted to the two-year higher education programs. (Source: The Council of Higher Education, Ankara, 2002)

Standards (Licensing Teachers – Initial and Continuing): Entrance Examination/Test: Yes, Civil Service Exam Probationary Period: Two years Licensure Renewal/Sustaining: No Evaluation and Rewards: High test performance means choice of placement, See Student Selection and Placement Center (OSYM) Continuing Education: minimal


Mother and Child Education Foundation (AÇEV) Büyükdere Cad. Stad Han. No:85 Kat:1 34387 Mecidiyeköy – İstanbul Tel : 0212- 213 42 20 · 213 46 39 Fax: 0212-213 36 60 Ömer Balıbey –Director of Teacher Education Directorate Milli Eğitim Bakanlığı Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü Millî Müdafaa Cad. No: 6 Kat: 3 Kızılay/Ankara Tel: 0312 425 04 49


VIETNAM

Context: Background Information: Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges The Ministry of Education and Training (MOET) is the highest managing authority for the entire national education system. At the provincial level, Departments of Education and Training are in charge of supervising education. At the district level, a separate division of the People’s Committee takes responsibility for educational management in the district. The government has also established the National Council of Education as an advisory body for policy making and to collaborate in the definition of plans for educational development.

With regards to teacher education, MOET’s responsibilities are:

- Cooperating with related agencies in establishing criteria and standard number of teachers for pre-school education, primary education, secondary education, professional secondary education and vocational training and higher education; - Organizing unified management in training, nurturing and using teaching staff at all levels in accordance with targets, programs and contents of training for state, semi-public, people’s established and private schools; - Implementing the function of educational inspection nationwide.

The Vietnamese government has made efforts to expand primary education, and the main concern is to have enough teachers with the minimum standards to achieve this objective. However, supply has not met demand. There is a shortage in teaching staff. Generally low in quality, they do not meet the requirements of increased enrollment or the need for enhancement of quality and effectiveness of education. Therefore, the recruitment of teachers has been conducted flexibly and has included provisional teachers who have not yet participated in any training course.

In addition, curricula, teaching materials and modes of delivery are changing and being modernized only slowly. Curricula are very much academically and classically biased, mostly designed for examinations.

Framework: Education framework, vision, and policies The Ministry’s responsibilities as described above are implemented through the following bodies:

• 16 bodies helping the Minister in state management functions; • 64 Education and Training Departments at provincial level with more than 500 Education

Offices; • two research institutes; and several administration and business agencies under auspices

of the MOET; • About 100 universities and colleges.

Strategic Plan: strategies and plan of the country on teacher education, training and development In its Educational Development Strategy 2001-2010, the MOET specifies the following strategic priorities for teacher education:

• In primary education, special attention will be paid to the renovation of teaching and learning methods, the renovation of teaching assessment and the improvement of infrastructure for teaching and learning activities.


For secondary education, plans are being developed to conduct the enhancement of training capacity teachers in line with changes in the curriculum designed for secondary education.

Highlights Teachers are trained in about 90 institutions, including 10 teacher training universities, 12 pedagogical departments at different universities, two educational management colleges, and 45 junior teacher-training colleges. Junior teacher-training colleges offer short-term cycle training programs lasting three years for lower secondary teachers. Secondary school teachers are trained at the university level (four- to five-year programs).

In-service training is compulsory for all teachers. Each year, 45 days during the summer vacation are usually spent on in-service training activities. The government encourages teachers to upgrade their qualifications, and when they do so they usually get a salary increase.

The rate of primary school teachers who are not yet qualified is rather high at 15 percent. Teachers of arts, singing-music, physical education and optional subjects such as computer and foreign languages are strongly needed. Although the number of teachers meeting training standards is increasing, their professional skills and methodologies are still weak. Lecturers in the pedagogical institutions for training primary teachers have not yet been highly qualified and particularly lack practical experience

The Government supports the compilation and development of textbooks and teacher's guides. The National Institute for Educational Science, the Educational Publishing House (an agency of the MOET), and the Councils of Subjects of the MOET jointly select a list of authors which is then approved by the Ministry. The Educational Publishing House organizes the process of preparation of textbooks, and the Council for Evaluation and Approval of Textbooks evaluates the drafts and submits them to the Minister for approval.

Government Infrastructure of Teacher Education System: Source: Ministry of Education and Training Website



Number of institutes Pre-Service: Ninety (90) institutions

Enrollment

In Service: In-service training is compulsory for all teachers

Number of years to complete Pre-Service: Three years for lower secondary teachers; four- to five-years for secondary school teachers In-Service: forty-five days during the summer vacation


Pre-Service: The Centre for Curriculum Development and Methodology of General Education, under the National Institute for Educational Science, is the main agency responsible for curriculum research and development in the country.


Pre-Service: Authors selected by the National Institute for Educational Science, the Educational Publishing House (an agency of the MOET), and the Councils of Subjects of the MOET.

Educational Networks: Name Contact Person Address/Email/Phone/Fax Ministry of Education and Training (MOET)

Data not available No 49 - Dai Co Viet Street Tel: (4)8692393 ; (4)8680134 Website: http://moet.gov.vn/

International Co-operation Department, MOET

Tran Ba Viet Dzung Director General

49 Dai Co Viet Str., Hanoi, VietnamTel.: 84-4-8694883 Fax: 84-4-8693243 E-mail: [email protected]

Primary Education Department

Dr. Trinh Quoc Thai, Director General

Central Pre-school Teacher Training College No.1

Assoc. Prof. Nguyen Van Thac, Rector M.A. Tran Thi Nga, Head of International Relations Office

387 Hoang Quoc Viet Road Nghia Tan, Cau Giay District Hanoi, Vietnam Tel: 84-4-7564230 Fax: 84-4-7564230

References EFA 2000 Assessment - Country Report - Viet Nam Hanoi, Ministry of Education and Training, 1999

Vietnam Education and Training Directory, International Co-operation Department, MOET

Ministry of Education and Training Website


http://khcn.moet.net.vn/

Appendix

State of Teacher Education in the Asia-Pacific Region (Please do not use acronyms)

Sample Country Profile:

1. Context: Background Information (Please use the table below)

• Salient Features: Basic facts and salient features of teacher education in the country, including present and emerging issues and challenges (brief)

• Framework: Education framework, vision, and policies (include reference) • Strategic Plan: strategies and plan of the country on teacher education, training and

development • Important national information/issues on politics, economics, language etc.

Highlights:

2A. Government Infrastructure of Teacher Education System: (include highest authorities of curriculum, assessment, text book, examination etc.) Please use one simple organizational chart (who reports to whom, i.e. Bureaus or teacher training colleges reporting to ministry of education etc. or divisions reporting within the ministry). 2B. Teacher Education Institutions: Organizational set-up of teacher education institutions/ types of teacher training institutions in the country including statistics on the number of institutions, enrollment and teaching workforce; Please use the table below and illustrate in highlights section.

Items Pre-Service In-Service Number of institutes Enrollment Strategic faculty details Number of years to complete Name and Contact of Apex Organization

3. Teacher Education Curricula (ie content of TE programs). Please use the table below. Items Pre-Service In-Service Who determines the content (subject matter & pedagogy)?

Time allocation for various courses Who writes the text books? How often are the teacher curricula revised and by what process?


4. Educational Networks: Organizational set-up of institutions involved in teacher education such as government authorities and other professional bodies including network organizations of teacher educators such as Council of Deans of Faculty of Education. (Please note that networks would include nongovernmental, civil society and professional networks.) Name Contact Person Address/Email/Phone/Fax

5. Pre-requisites: Pre-service teacher education system entrance requirements (What are the students’ entrance requirements to pre-service education? What is the minimum number of years to complete before entrance? Are there different/alternative pathways?)

Requirements for Entrance into Teacher Education Programs

Language Requirement - Native - Foreign

Numbers of Months or Years of Minimum Education (High School, O or A Level, International Baccalaureate etc.)

Alternative Process for qualifying for entrance

6. Standards (Licensing of Teachers – Initial and Continuing): Licensure of teachers (What is the system of licensing and certifying professional teachers?) In-service education/ training (What are the existing programs for in-service teachers? What are the existing policies for academic supervision of teachers? Is there a system for evaluating teacher performance and a corresponding rewards and recognition for promotion and continuing employment?)

Entrance Examination/Test Yes No Probationary Period Licensure Renewal/Sustaining Evaluation and Rewards Continuing Education Pay/Salary Increase

7. Contact Information of Teacher Education Authority:

8. Other Important Players in Teacher Education in the Country and Contact Information


state of teacher education in the asia-pacific · pdf filestatus of teacher education in the...

Documents