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Study on Teacher Education for Primary and Secondary Education

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Study on Teacher Education for Primary and Secondary Education Study on Teacher Education for Primary and Secondary Education in Six Countries of the Eastern Partnership: Armenia, Azerbaijan, Belarus, Georgia, Moldova and Ukraine Final report Agreement nr EAC-2011-0301 (Negotiated procedure EAC/28/2011) European Commission, Directorate-General for Education and Culture 7 August 2011 September 2011 Study on Teacher Education for Primary and Secondary Education in Six Countries of the Eastern Partnership: Armenia, Azerbaijan, Belarus, Georgia, Moldova and Ukraine Final report Agreement nr EAC-2011-0301 (Negotiated procedure EAC/28/2011) European Commission, Directorate-General for Education and Culture 22 September 2011 A report submitted by GHK Date: 22 September 2011 Authors: Aleksandra Duda (GHK Consultant) Terence Clifford-Amos (External Expert) Country reports’ authors: Aleksandra Duda (GHK Consultant) Anatoliy Yatchenko, Lyudmyla Pukhovska, Eduarda Castel Branco, Volodymyr Kuzka (External Experts) GHK Rue Royale 146 Brussels 1000 0032 2 275 0100 www.ghkint.com 2 Contents Glossary ........................................................................................................................... 5 Executive summary ......................................................................................................... 7 1 Introduction ..................................................................................................... 14 1.1 Background and rationale of the study................................................................................... 14 1.2 European policy context ......................................................................................................... 14 1.3 Research aims, objectives and key research questions ........................................................ 16 1.4 Scope of the study .................................................................................................................. 17 1.5 Outline of the research methodology ..................................................................................... 17 1.6 Report structure ...................................................................................................................... 21 2 Overview of current structure of the education systems................................. 23 2.1 Introduction ............................................................................................................................. 23 2.2 Brief overview of the education sector ................................................................................... 23 2.3 Organisation of primary and secondary education system .................................................... 25 2.4 The role of primary and secondary education and the mission of school teachers ............... 26 3 Key statistical data on teacher education ........................................................ 30 3.1 Introduction ............................................................................................................................. 30 3.2 Public expenditure on education ............................................................................................ 30 3.3 The number of primary and secondary school pupils and teachers ...................................... 31 3.4 Enrolment in primary and secondary schools ........................................................................ 34 3.5 Pupil-teacher ratio in primary and secondary schools ........................................................... 34 3.6 Percentage female teachers in primary and secondary schools ........................................... 35 3.7 Primary school completion rate .............................................................................................. 36 3.8 Youth literacy rate .................................................................................................................. 37 4 Government policy in the area of teacher education ...................................... 38 4.1 Introduction ............................................................................................................................. 38 4.2 Key institutions responsible for education policy ................................................................... 38 4.3 General legislative framework ................................................................................................ 43 4.4 National reforms addressing primary and secondary schooling ............................................ 44 4.5 National policies, strategies and action plans targeting teacher education ........................... 46 4.6 Forecast of policy needs in the field of teacher education ..................................................... 53 5 Teacher education system for primary and secondary school teachers ......... 55 5.1 Introduction ............................................................................................................................. 55 5.2 Brief overview of historical development of teacher education .............................................. 55 5.3 Teacher education providers and financing of teacher training ............................................. 56 5.4 General organisation of teacher education ............................................................................ 56 6 Teacher education qualifications and quality assurance ................................ 70 6.1 Introduction ............................................................................................................................. 70 6.2 Qualification system for primary and secondary school teachers .......................................... 70 6.3 Quality assurance mechanisms and stakeholders involved .................................................. 71 7 Innovations in teacher education .................................................................... 75 7.1 Introduction ............................................................................................................................. 75 7.2 Innovative practices and developments ................................................................................. 75 7.3 The use of ICT ........................................................................................................................ 78 7.4 The opportunities and limitations of introducing innovations in teacher education system ... 80 3 8 Partnerships and interaction with external participants ................................ 85 8.1 Introduction ............................................................................................................................. 85 8.2 Partnerships between schools and teacher education institutions ........................................ 85 8.3 The role of business sector in teacher education .................................................................. 87 8.4 The role of the non-governmental sector in teacher education ............................................. 87 8.5 The role of international institutions and experts in teacher education .................................. 88 9 Conclusions ...................................................................................................... 93 9.1 Introduction ............................................................................................................................. 93 9.2 Current strengths of teacher education in EaP countries ...................................................... 93 9.3 Current weaknesses of teacher education in EaP countries ................................................. 93 9.4 The need for further development and the future of teacher education ................................. 94 ANNEXES ..................................................................................................................... 99 4 Study on Teacher Education in Six EaP Countries: Final Report Glossary1 Assessment The sum of methods and processes used to evaluate the attainments (knowledge, know-how and/or competences) of an individual, and typically leading to certification. Classroom The practical, school-based elements of any course of Initial Teacher Practice Education. It includes also teacher tasks undertaken outside the classroom, such as collaboration with colleagues or communication with parents. Competences The set of learning outcomes: what a teacher knows, understands and is able to perform. Continuing In-service (‘on-the-job’) activities that develop an individual’s skills, knowledge, professional expertise and other characteristics as a teacher provided in a formal or informal development way, beyond the basic training initially required to carry out the job. Term used interchangeably with ‘in-service training’. Induction A period at the early stage of teacher’s career in which beginning teachers, having completed their period of initial teacher education, first assume full professional responsibility for learners (as opposed to engage in practical teaching experience). ISCED levels International Standard Classification of Education (ISCED) is an instrument for compiling statistics on education internationally. It distinguishes among six levels of education: pre-primary education (ISCED level 0), primary education (ISCED level 1), lower secondary education (ISCED level 2), upper secondary education (ISCED level 3, post-secondary non-tertiary level of education (ISCED level 4), tertiary-type A education (ISCED level 5A), tertiary-type B education (ISCED level 5B), advanced Research Qualifications (ISCED level 6). Learning
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