'In-Service Training in Lithuania'

STUDY VISIT Visit No: 07010, 01

'In-service training in Lithuania'

Individual Report

Jim Harrison Hertfordshire Local Authority

Critical Analysis of educational provision in Lithuania and the theme of the visit

During the week in Lithuania we visited 4 schools, 3 teachers' centres, Vilnius University and the Lithuanian Parliament. We were able to meet with headteachers, teachers, students, teachers' centre leaders, university lecturers and senior university staff.

There was much to show that education in general and in-service teacher training is seen as very important in Lithuania. Schools are committed to high quality provision for students from 'Early Years' to pre- university age. Schools work hard to support students of all abilities - special support is available for students with social and behavioural problems and learning difficulties. Courses are provided for academic and vocational learning. Schools work hard to build effective links with parents, the local community and the local university.

The commitment to continuing in-service teacher training is demonstrated in the high number ( 58 ) of teacher training centres. Again, these centres provide a wide range of courses and serve the needs of local schools and communities. They have good links with the local universities and also have international links.

There remain some issues for the education system. Teachers' salaries are relatively low. This impacts upon recruitment -many highly able and highly qualified young people seem likely to seek better paid employment or plan leave Lithuania. Teachers and lecturers often take additional jobs to gain further income. Teachers' Centres have limited budgets. This restricts the centre leaders' abilities in attracting high quality teachers and lecturers to provide training. Centre leaders have to be dynamic and determined if they are to be successful in developing an effective range of high quality courses.

The education institutions we visited had adequate accommodation and resources. The schools seen offered a good learning environment for their students. Behaviour appeared good and students were enthusiastic and keen to 'show off' their school. There was a strong emphasis upon the teaching of Lithuanian and English in the schools visited. Many students, of varied ages, spoke English very well. There was some evidence of school based and national competitions to motivate students to learn. All schools had a strong commitment to the social and cultural development of their students. There were some concerns expressed of the growing problems of inappropriate behaviour by some students - but no poor behaviour was evident throughout our visits.

Schools appeared to be able to offer only limited access to computers. There was some evidence that teaching and learning styles are currently more 'didactic / traditional' than those common in schools in England. Seating arrangements in classrooms remain 'formal' although teachers did talk of using discussion in lessons. There was little use of display in schools to support learning and to demonstrate / celebrate students' successes.

Schools do get 'ranked' in order of success. However, there was little evidence of senior staff in schools being able to offer evidence of the progress made by different groups of students in their schools - for example boys / girls, more able / less able. School self-evaluation would appear to be at an early stage of development.

In-service teacher training is a legal entitlement for Lithuanian teachers. They have a right to a basic 5 days of training per academic year or to 25 days over a 5 year period. The 58 centres offer a high number of courses and a 'virtual learning' programme is being developed and offered. Courses appear popular with many teachers attending more training than this basic entitlement.

There are many good features to in-service support. The centres seek to establish and meet the needs of teachers and schools through questionnaires. Outstanding teachers are invited to lead training courses, so enabling the dissemination of best practice in schools across teachers. The use of university lectures to lead training helps to build good links between teachers and the local universities. It also means teachers have access to high degree qualifications via their local teachers' centre. However, there was evidence only of training provided for individual teachers rather than linking the training into whole school improvement as in England, for example through the 5 days of school based training provided. Also, there was no evidence of the teachers' centres having any well developed evaluation strategies and so are unable to evaluate effectively the impact of the training provided.

The knowledge and skills I acquired

The visit provided me with a unique opportunity to spend several days with educators from several European countries. I now have a much clearer knowledge and understanding of the Lithuanian education system along with those in Spain, France, Hungary, Germany and Turkey. Through discussions I have also learned of the shared values in education across these countries and have explored the similarities and differences in our approaches to teaching and learning. All expressed concerns for the progress of vulnerable groups in our respective schools, a growing use of active / engaging / discursive strategies in classrooms, the increasing opportunities, for example via IT, to make students more independent in their learning, the importance of developing high levels of social skills and cultural awareness in our students and the need to build strong links with parents, local communities and with universities. What worked well / could be improved

The visit was managed expertly. The hospitality offered was superb. The programme offered a very good balance in terms of the educational and other institutions visited along with opportunities for cultural visits. Our hosts were also able to offer additional visits to meet the individual requests of participants. We were given many opportunities to meet with and to question key professionals, to talk to students and to see some schools 'in action'.

There were many opportunities for us as a group to chat about education and other issues, to build relationships that may lead to long lasting educational links.

Perhaps there could have been more opportunities to observe teacher training courses ' in action' and to spend more time in classrooms and also talking to teachers about their experiences and views regarding their in-service professional development.

Impact upon my work

The visit has confirmed that much that we are doing in Hertfordshire is appropriate and well directed. For example, our emphasis upon school self-evaluation drawn from a clear evidence base enables us to be more precise in our targeted support for schools than is currently the case in Lithuania. The 'Every Child Matters' agenda, linked into extended schools and multi-agency working, are timely developments to address the common problems associated with social and cultural issues.

Therefore, I feel the visit has confirmed and sustained my commitment to these approaches. It has refreshed my beliefs and values.

Future Links

The most likely links would seem to be through information technology. There are a host of documents, strategy booklets and resources available from the UK and from Hertfordshire that can easily be made available. It should also be possible to use video-conferencing - we have schools equipped to show lessons as well as to host discussions. There are also possibilities to develop more specific projects linking schools and students. This may be more difficult given the heavy commitments of many of our schools but can be explored.

Finally

The visit was a most valuable and enjoyable experience. I would like to thanks our Lithuanian hosts in particular for their hospitality and commitment to ensuring the success of the visit.

Jim Harrison

Senor Subject Adviser Hertfordshire LA