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Teacher Education in Asia and the Pacific Region

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Teacher Education in Asia and the Pacific Region Unesco. Principal Regional Office for Asia and the Pacific. Innovations and initiatives in teacher education in Asia and the Pacific region. Bankok, 1990. 2 vols. (Asia and the Pacific Programme of Educational Innovation for Development ) Contents : -v.1 Comparative overview of fifteen countries. -v.2 Case studies of fifteen national systems. 1. EDUCATIONAL INNOVATIONS - ASIA/PACIFIC. 2. TEACHER EDUCATION - ASIA/PACIFIC. 371.39 370.71 ASIA AND THE PACIFIC PROGRAMME OF EDUCATIONAL INNOVATION FOR DEVELOPMENT INNOVATIONS AND INITIATIVES IN TEACHER EDUCATION IN ASIA AND THE PACIFIC REGION Volume 2: Comparative Overview of Fifteen Countries Unesco Principal Regional Office for Asia and the Pacific Bangkok, 1990 © UNESCO 1990 Published by the Unesco Principal Regional Office for Asia and the Pacific P.O. Box 967, Prakanong Post Office Bangkok 10110, Thailand Printed in Thailand Any opinions expressed or implied in this publication are not neces - sarily those of Unesco or APEID. The designations employed and the presentation of the material do not imply the expression of any opinion whatsoever on the part of Unesco concerning the legal status of any country territory city or area or of its authorities or consenting its frontiers or boundaries. BKA/V90/M/229-3000 CONTENTS Volume 2—Case Studies of Fifteen National Systems Preface . .i Chapter 1 Australia . .1 Chapter 2 People’s Republic of China . .17 Chapter 3 India . .27 Chapter 4 Japan . .39 Chapter 5 Republic of Korea . .57 Chapter 6 Malaysia . .69 Chapter 7 Republic of Maldives . .81 Chapter 8 Nepal . .93 Chapter 9 New Zealand . .107 Chapter 10 Pakistan . .131 Chapter 11 Philippines . .141 Chapter 12 Sri Lanka . .155 Chapter 13 Thailand . .175 Chapter 14 Viet Nam . .185 Chapter 15 Western Samoa . .187 Annex 1 Document for National Surveys of Teacher Education 191 Bibliography . .201 PREFACE The purpose of this two-volume report, entitled Innovations and Initiatives in Teacher Education in Asia and the Pacific: A Comparative Study, is to indicate the main changes that have occurred in teacher education in Asia and the Pacific region over the past fifteen or so years, and to facilitate the flow of information between coun- tries. The purpose of encouraging such a flow of information is to help those engaged in educational reforms within the area of teacher education to become bet- ter acquainted with the innovative practices being carried out in their own countries, and to share experiences with those engaged in similar activities in other countries in the region. The report is published in two volumes: Volume 1—Comparative Overview of Fifteen Countries reviews and summarizes the main issues, innovations and initiatives in teacher education emerging in the region, and relates these to emer- ging trends and developments in education in Asia and the Pacific; Volume 2—Case Studies of Fifteen National Systems provides more detailed case studies of innova- tions in teacher education in countries in the Asia and Pacific region. One of the main aims of Unesco’s Asia and Pacific Programme of Educational Innovation for Development (APEID) has been to build up an information base on innovative experiences available in the region that are contributed by the people who are, themselves, responsible for the work. APEID now has 28 Member Countries and 188 associated centres in the region.l Although concerned with many important aspects of education in Member Countries—such as the universalization of primary education, education for the world of work, and the education of people in remote areas—APEID has always been espe- cially concerned with the development of teacher education. This concern with the development of teacher education is not surprising since, during at least the last two decades, teacher education and the training of edu- cational personnel have been the most frequently discussed topics by educators at all levels of education in the region. Over this time, governments in the region have been seriously engaged in reorganizing their educational endeavours and redefining their educational goals. These redefined educational goals, along with changes in the concepts and practices of education, and the demands of development, have brought about several significant changes in the roles and functions of teachers. The response to the changing characteristics of education, and the more demanding role of the teacher, has required education systems in general, and teacher education in particular, to be creative in character. It has required innovations and initiatives to ensure that teachers are adequately trained and educated to cope __________________________ 1 As of February 1990, APEID’s Member States are: Afghanistan, Australia, Bangladesh, Bhutan, China, Democratic People’s Republic of Korea, Fiji, India, Indonesia, Iran, Japan, Lao People’s Democratic Republic, Malaysia, Mongolia, Nepal, New Zealand, Pakistan, Papua New Guinea, Philippines, Republic of Korea, Samoa, Socialist Republic of Viet Nam, Sri Lanka, Thailand, Tonga, Turkey and the Union of Soviet Socialist Republics. Teacher Education Innovations- Vol2 with their changing and increasingly demanding roles in society; and it has also required policy makers to think of teacher education in terms of career-long learning and training. It has been recognized for some time now that teacher education systems must be structured and organized in a way that enables them to respond dynamically to the emergence of new educational problems and challenges, if they are to help edu- cation fulfil its role in national development. It is not the intention of this report to be exhaustive or all embracing in approach. Instead, it seeks to convey the essential flavour of what is occurring in the region with regard to innovations and initiatives in teacher education in order to facili- tate the exchange of information between Member Countries, with regard to what is both common and uncommon ground among them when it comes to innovations and initiatives in teacher education. Background to this Report on Teacher Education This two-volume publication identifies new initiatives and innovations in teacher education now emerging in Member States in Asia and the Pacific region, enabling a comparison to be made between the current situation and that which was described in the 1972 report published by the Unesco Regional Office for Education in Asia, in association with the Asian Institute for Teacher Educators, University of the Philippines, entitled Teacher Education in Asia: A Regional Surrey. The 1972 report sought to describe the status of teacher education for schools at the primary and secondary levels of education in the Member States in Asia around 1970. The survey was limited to the training of primary and general seconda- ry school teachers, and did not include the training of teacher educators, teachers for vocational, technical and other diversified streams in secondary education, or tea- chers at agricultural, trade, industrial and engineering schools of the secondary level. The 1970 survey was initiated to assemble data in preparation for the Third Regional Conference of Ministers of Education and Those Responsible for Economic Planning in Asia, which was convened by Unesco in Singapore from 31 May to 7 June 1971. The survey therefore covered only those countries which were Member States at the time it was initiated, and which participated in the Conference, namely (using the names of the countries as they were at the time of the Conference): Afghanistan, Burma, Ceylon, the Republic of China, India, Indonesia, Iran, Cambodia, the Republic of Korea, Japan, Laos, Malaysia, Mongolia, Nepal, Pakistan, the Philippines, Singapore, Thailand and the Republic of Vietnam. Although since then other surveys have been undertaken concerning various aspects of teacher education, no comprehensive survey of teacher education in the region has been published since the 1972 report by Unesco. Unesco therefore considered it timely to publish a new report to illuminate the main changes that have occurred in teacher education in the Asia and Pacific region over the last 18 or so years. Some changes in the organization of Unesco’s contribution warrant expla- nation. The Unesco Principal Regional Office for Asia and the Pacific (Bangkok), as its name implies, is now concerned with both Asia and the Pacific. A major development was the establishment of the Asia and the Pacific Programme of Education Innovation for Development (APEID) as a programme under Unesco PROAP in 1974. APEID functions as a regional mechanism for co-operation in education. In view of these changes, this report refers to countries in both the Pacific and the Asia region; and its emphasis is on innovations and initiatives in teacher education which have occurred or are occurring in the Member Countries examined. ii Preface Methodology A regional meeting on teacher education was organized by APEID, Unesco Principal Regional Office for Asia and the Pacific (PROAP), Bangkok, in col- laboration with the Centre for Education, University of Tasmania, Hobart, Australia, from 4 to 10 December 1986. The meeting was attended by personnel responsible for and involved in the development of teacher education in sixteen countries, namely: Australia, China, India, Indonesia, Japan, Republic of Korea, Malaysia, Republic of Maldives, Nepal, New Zealand, Pakistan, Papua New Guinea, Philippines, Western Samoa, Sri Lanka and Thailand. During 1985 and 1986, eighteen countries in the Asia and Pacific region undertook
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