DOCSLIB.ORG

An Assessment of International Teacher Training Systems: Equivalence for England

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Assessment of International Teacher Training Systems: Equivalence for England Research Report DFE-RR243a An assessment of international teacher training systems: country profiles The National Recognition Information Centre for the United Kingdom (UK NARIC) The views expressed in this report are the authors’ and do not necessarily reflect those of the Department for Education. Contents Albania ...................................................................................................................... 5 Algeria ..................................................................................................................... 12 Armenia ................................................................................................................... 19 Azerbaijan ............................................................................................................... 26 Bahrain.................................................................................................................... 33 Belarus .................................................................................................................... 40 Bosnia and Herzegovina ......................................................................................... 47 Brazil ....................................................................................................................... 54 Brunei Darussalam .................................................................................................. 60 Chile ........................................................................................................................ 67 China ...................................................................................................................... 75 Colombia ................................................................................................................. 83 Costa Rica .............................................................................................................. 89 Croatia .................................................................................................................... 95 Cuba ..................................................................................................................... 102 Georgia ................................................................................................................. 107 Hong Kong ............................................................................................................ 113 Iran ........................................................................................................................ 121 Israel ..................................................................................................................... 127 Japan .................................................................................................................... 132 Jordan ................................................................................................................... 139 Kazakhstan ........................................................................................................... 145 Kosovo .................................................................................................................. 151 Kyrgyzstan ............................................................................................................ 157 Mauritania ............................................................................................................. 163 Mongolia ............................................................................................................... 169 Montenegro ........................................................................................................... 176 Morocco ................................................................................................................ 182 Niger ..................................................................................................................... 188 Nigeria................................................................................................................... 194 Oman .................................................................................................................... 202 Palestinian National Authority ................................................................................ 207 Puerto Rico ........................................................................................................... 219 Qatar ..................................................................................................................... 225 Republic of Korea .................................................................................................. 231 Russian Federation ............................................................................................... 238 Singapore .............................................................................................................. 244 South Africa .......................................................................................................... 251 Turkey ................................................................................................................... 260 Turkmenistan ........................................................................................................ 267 Uzbekistan ............................................................................................................ 273 Vietnam ................................................................................................................. 279 2 List of Tables Table 1: Summary scoring table for Albania .............................................................. 5 Table 2: Summary scoring table for Algeria ............................................................. 12 Table 3: Summary scoring table for Armenia ........................................................... 19 Table 4: Summary scoring table for Azerbaijan ....................................................... 26 Table 5: Summary scoring table for Bahrain ............................................................ 33 Table 6: Summary scoring table for Belarus ............................................................ 40 Table 7: Summary scoring table for Bosnia and Herzegovina ................................. 47 Table 8: Summary scoring table for Brazil ............................................................... 54 Table 9: Summary scoring table for Brunei Darussalam .......................................... 60 Table 10: Summary scoring table for Chile .............................................................. 67 Table 11: Summary scoring table for China ............................................................. 75 Table 12: Summary scoring table for Colombia ....................................................... 83 Table 13: Summary scoring table for Costa Rica ..................................................... 89 Table 14: Summary scoring table for Croatia .......................................................... 95 Table 15: Summary scoring table for Cuba ........................................................... 102 Table 16: Summary scoring table for Georgia ....................................................... 107 Table 17: Summary scoring table for Hong Kong .................................................. 113 Table 18: Summary scoring table for Iran .............................................................. 121 Table 19: Summary scoring table for Israel ........................................................... 127 Table 20: Summary scoring table for Japan .......................................................... 132 Table 21: Summary scoring table for Jordan ......................................................... 139 Table 22: Summary scoring table for Kazakhstan ................................................. 145 Table 23: Summary scoring table for Kosovo ........................................................ 151 Table 24: Summary scoring table for Kyrgyzstan .................................................. 157 Table 25: Summary scoring table for Mauritania ................................................... 163 Table 26: Summary scoring table for Mongolia ...................................................... 169 Table 27: Summary scoring table for Montenegro ................................................. 176 Table 28: Summary scoring table for Morocco ...................................................... 182 Table 29: Summary scoring table for Niger ........................................................... 188 Table 30: Summary scoring table for Nigeria ......................................................... 194 Table 31: Summary scoring table for Oman .......................................................... 202 Table 32: Summary scoring table for Palestinian National Authority ...................... 207 Table 33: Summary scoring table for Peru ............................................................ 212 Table 34: Summary scoring table for Puerto Rico ................................................. 219 Table 35: Summary scoring table for Qatar ........................................................... 225 Table 36: Summary scoring table for the Republic of Korea .................................. 231 Table 37: Summary scoring table for the Russian Federation ............................... 238 Table 38: Summary scoring table for Singapore .................................................... 244 Table 39: Summary scoring table for South Africa ................................................
Load more

Recommended publications
  • Report Summary: Privatisation, Commercialisation, and Sale of Public Schools in Mauritania This Is a Summary of the Full Report Available Here
    Association des Coalition des Organisations Femmes Chefs Mauritaniennes pour de Familles l’Education Report Summary: Privatisation, commercialisation, and sale of public schools in Mauritania This is a summary of the full report available here The Mauritanian education system rapidly privatised over the last 20 years, following the authorisation and promotion of private education by the Government, and because of the lack of regulation and supervision of private actors in education. This de facto privatisation has been accompanied by an increasing commercialisation of education through, the auctioning of public- school grounds since 2015 to transform them into commercial premises. 1. Private schools are progressing rapidly in the Mauritanian education system The share of students in the private education sector has increased more than eightfold in only 16 years. A phenomenon of this magnitude necessarily requires special attention and support to ensure that it does not undermine the right to education. 2. The growth of private actors in the Mauritanian education system contributes to creating divides according to household income Only the most affluent people in Mauritania (20%), who are able to spend four times more on primary education than the poorest families (40%), can enrol their children in private schools of good quality. Even in the case of the so-called "low cost" schools, with tuition fees promoted as low, these remain an obstacle to access to these schools for many families. These registration fees can be a major reason of de-schooling for families unable to pay them. 1 Association des Coalition des Organisations Femmes Chefs Mauritaniennes pour de Familles l’Education 3.
    [Show full text]
  • Discretion and Disproportionality: Explaining the Underrepresentation of High-Achieving Students of Color in Gifted Programs
    EROXXX10.1177/2332858415622175Grissom and ReddingDiscretion and Disproportionality 622175research-article2016 AERA Open January-March 2016, Vol. 2, No. 1, pp. 1 –25 DOI: 10.1177/2332858415622175 © The Author(s) 2016. http://ero.sagepub.com Discretion and Disproportionality: Explaining the Underrepresentation of High-Achieving Students of Color in Gifted Programs Jason A. Grissom Christopher Redding Vanderbilt University Students of color are underrepresented in gifted programs relative to White students, but the reasons for this underrepresen- tation are poorly understood. We investigate the predictors of gifted assignment using nationally representative, longitudinal data on elementary students. We document that even among students with high standardized test scores, Black students are less likely to be assigned to gifted services in both math and reading, a pattern that persists when controlling for other back- ground factors, such as health and socioeconomic status, and characteristics of classrooms and schools. We then investigate the role of teacher discretion, leveraging research from political science suggesting that clients of government services from traditionally underrepresented groups benefit from diversity in the providers of those services, including teachers. Even after conditioning on test scores and other factors, Black students indeed are referred to gifted programs, particularly in reading, at significantly lower rates when taught by non-Black teachers, a concerning result given the relatively low incidence of assignment to own-race teachers among Black students. Keywords: gifted education, equity, teachers, race, school context SUBSTANTIAL race disparities exist in student receipt of gifted lower achievement among Black and Hispanic students, for education services in American schools. Data from the Office example, might contribute to underrepresentation in gifted for Civil Rights (OCR) at the U.S.
    [Show full text]
  • Bulletins110328 Housse.Pdf
    March 2011 No. 13 CLB requires public school teachers of core academic subjects to meet the NCLB definition of “highly qualified”. This bulletin provides information on the use of HOUSSE requirements N interpreted by the New York State Education Department (SED) to enable a teacher to achieve “highly qualified” status. Most teachers will be deemed “highly qualified,” as a result of the NYS teacher certification requirements. Some Contents teachers however will need to meet alternative criteria for demonstrating subject matter competency by completing the Overview .................................................................... 1 “High Objective Uniform State Standard of Evaluation” Defining “Highly Qualified” .................................... 2 (HOUSSE) form. Teachers who need the HOUSSE to Using The HOUSSE .................................................. 2 establish “highly qualified” status should complete the Advice to Local Leaders ........................................... 2 form as soon as possible and retain a copy. SED has Updated 2010 SED links related to HOUSSE: ....... 4 indicated that once a teacher is “highly qualified” the teacher NCLB NYSED Field Memo #03-2008: remains highly qualified in his/her current core academic Updated Fact Sheet .............................................. 5 subject teaching assignment regardless of subsequent NCLB NYSED Field Memo #04-2008: Supplement For BEDS form ...................................................51 changes to the HOUSSE requirement. Fact Sheet for Career and Technica
    [Show full text]
  • Pdf 1 28/02/2018 18:48
    CIES 2018 SCHEDULE CONFERENCE VENUES Site maps located in back of program Hilton Reforma Mexico City Fiesta Inn Centro Histórico Museo de Arte Popular CIES 2018 ESSENTIAL INFORMATION QUESTIONS? CIES 2018 ON SOCIAL MEDIA Questions during the conference can be directed to the CIES registration desk on the 4th Floor Foyer of the Hilton Reforma, any Indiana University Conferences staf member, CIES volunteer or Program Committee member, or sent to: [email protected]. @cies_us @cies2018 @cies2018 @cies2018 KEY LOCATIONS* OFFICIAL CONFERENCE HASHTAGS Registration #CIES2018 Hilton Reforma, 4th Floor Foyer #remapping Registration Hours: Saturday, March 24: 1:30 to 7:30 PM #SurNorte Sunday, March 25: 7:30 AM to 7:00 PM #SouthNorth Monday, March 26: 7:00 AM to 7:00 PM Tuesday, March 27: 7:00 AM to 7:00 PM Wednesday, March 28: 7:00 AM to 6:00 PM Thursday, March 29: 7:00 AM to 1:00 PM EXPERIENCE MEXICO CITY Sociedad Mexicana de Educación Comparada (SOMEC) Registration (Mexican Attendees only) Hilton Reforma, 4th Floor Foyer Book Launches, Round-Tables, and Poster Exhibits Hilton Reforma, 4th Floor, Don Alberto 4 CIES Of ce of the Executive Director Grupo Destinos Travel Agency Hilton Reforma, 4th Floor Foyer Hilton Reforma, 4th Floor Foyer University of Chicago Press Hilton Reforma, 4th Floor Foyer Exhibitors Hall Hilton Reforma, 2nd Floor Foyer Exhibit Set-Up Hours: Secretaría de Turismo de la CDMX Monday, March 26: 7:00 AM to 9:30 AM Hilton Reforma, 4th Floor Foyer Exhibit Hours: Monday, March 26: 9:30 AM to 5:00 PM Tuesday, March 27: 9:30 AM to 6:30 PM Wednesday, March 28: 9:30 AM to 6:30 PM Thursday, March 29: 9:30 AM to 5:00 PM Secretaría de Cultura de la CDMX Exhibit Dismantle Hours: Hilton Reforma, 4th Floor Foyer Thursday, March 29: 5:00 to 7:00 PM HILTON SUITE LOCATIONS *For venue and meeting room maps, please see the inside back cover of the program.
    [Show full text]
  • The Internationalisation of Higher Education in the Mediterranean CURRENT and PROSPECTIVE TRENDS
    The Internationalisation of Higher Education in the Mediterranean CURRENT AND PROSPECTIVE TRENDS @2021 Union for the Mediterranean Address: Union for the Mediterranean [UfM] ufmsecretariat Palacio de Pedralbes @UfMSecretariat Pere Duran Farell, 11 ES-08034 Barcelona, Spain union-for-the-mediterranean Web: http://www.ufmsecretariat.org @ufmsecretariat Higher Education & Research Phone: +34 93 521 41 51 E-mail: [email protected] Authors: (in alphabetical order): Maria Giulia Ballatore, Raniero Chelli, Federica De Giorgi, Marco Di Donato, Federica Li Muli, Silvia Marchionne, Anne-Laurence Pastorini, Eugenio Platania, Martina Zipoli Coordination: Marco Di Donato, UNIMED; João Lobo, UfM Advisory: Itaf Ben Abdallah, UfM Creative layout: kapusons Download publication: https://ufmsecretariat.org/info-center/publications/ How to cite this publication: UNIMED (2021). The Internationalisation of Higher Education in the Mediterranean, Current and prospective trends. Barcelona: Union for the Mediterranean Disclaimer: Neither the Union for the Mediterranean nor any person acting on behalf of the Union for the Mediterranean is responsible for the use that might be made of the information contained in this report. The information and views set out in this report do not reflect the official opinion of the Union for the Mediterranean. Responsibility for the information and views expressed therein lies entirely with the authors. All care has been taken by the authors to ensure that, where necessary, permission was obtained to use any parts of manuscripts including illustrations, maps and graphs on which intellectual property rights already exist from the titular holder(s) of such rights or from her/his or their legal representative. Copyright: © Union for the Mediterranean, 2021 Reproduction is authorised provided the source is acknowledged.
    [Show full text]
  • Graduate and Doctorate Programs
    GRADUATE AND DOCTORATE PROGRAMS WELCOME TO FLORIDA SOUTHERN COLLEGE As the Director of Adult and Graduate Admission, I would like to thank you for your interest in Florida Southern College’s prestigious graduate programs. Whether you’re looking for a promotion or a career change, you’ve taken an important step in your path to success. Our graduate programs prepare you with the executive-level knowledge, skills, and credentials most sought after in today’s global economy. Expert faculty, an engaged learning approach to education, and conveniently scheduled classes make us the ideal choice for professionals looking to get ahead. Once you’ve explored the enclosed material, please reach out to your Admission Counselor to find out more about what Florida Southern can do for your future. We look forward to hearing from you. Sincerely, Kristen Pinner W HY F LORIDA S OUTHERN ? 1 of the nation’s top colleges for the sixth year in a row. - The Princeton Review Best Regional#4 College in the South - US News and World Report Most Beautiful#8 Campus - The Princeton Review Top 5% The Barnett Business School is among the top of business schools in the world with AACSB ranking. O UR P ROGRAM S Master of Science in Nursing (MSN) The demand for nurses with advanced education is on the rise. Florida Southern’s Master of Science in Nursing is a quick route to upward mobility and greater earning power. A Master of Science in Nursing will not only prepare you for a variety of leadership roles, but also enable you to command a generous salary.
    [Show full text]
  • Bilingual Education in Burkina Faso an Alternative Approach for Quality Basic Education
    Bilingual Education in Burkina Faso An Alternative Approach for Quality Basic Education The book This book presents the history, conceptual foundations, accomplishments and chal- lenges of an educational innovation in Burkina Faso: that of bilingual education. This bilingual education system is designed as a continuum comprised of three levels: early-learning centers for preschool-age children (3 to 6 years), bilingual primary schools for children aged 7 to 11 years and multilingual middle schools for children aged 12 to 16 years. The new system is in keeping with the spirit of Burkina Faso’s education reform law of 30 July 2007. Bilingual education seeks to enable children to acquire a minimum level of edu- cation that gives them the basic knowledge and the tools they need to understand and improve their immediate environment. It is characterized by the use of national languages as both a medium and subject of instruction, the introduction of practical and productive activities, citizenship education, close ties to the local community, study and appreciation of the national culture, involvement of the local population in the design, planning and execution of school programs, and shortening of the duration of schooling by one to two years. Education in Africa Bilingual education in Burkina Faso started with a pilot experiment at the primary level, which ran from 1994 to 1998. It has since been expanded and extended to other Bilingual Education levels of education. Eight national languages are used in complementarity with French. in Burkina Faso The author Paul Taryam Ilboudo was born in 1949 in Nomgana, Burkina Faso.
    [Show full text]
  • The Definition for Identifying Highly Qualified Teachers
    STATE OF MICHIGAN STATE BOARD OF EDUCATION THE MICHIGAN DEFINITION FOR IDENTIFYING HIGHLY QUALIFIED TEACHERS In Accordance With Criteria Provided By The No Child Left Behind (NCLB) Act Of 2001 MICHIGAN DEPARTMENT OF EDUCATION Thomas D. Watkins, Jr. Superintendent of Public Instruction Approved April 24, 2003 MICHIGAN’S TEACHER CERTIFICATION SYSTEM Introduction Michigan law requires that a person employed in an elementary or secondary school with instructional responsibilities shall hold a certificate, permit, or vocational authorization valid for the position to which he/she is assigned. Within the Michigan Department of Education (MDE), the Office of Professional Preparation Services (OPPS) is the organizational unit to which compliance with this requirement is assigned. This office fosters the educational achievement of all Michigan youth and adults by assuring that all professional school personnel complete quality preparation and professional development programs that meet standards established by the Michigan Legislature, the State Board of Education, and the Superintendent of Public Instruction. The MDE and the OPPS are committed to assuring that all Michigan educators meet the requirements of being highly qualified under the No Child Left Behind (NCLB) Act of 2001. Background Information In Michigan, as in most states, the usual or traditional process by which one obtains a license to teach is through completion of a college or university teacher education program approved by the Michigan Department of Education (MDE). MCL §380.1531 of Act 451 of PA 1976 authorized the State Board of Education (SBE) to determine the requirements for, and issue all, licenses and certificates for teachers in public schools. MCL §388.553 – Section 3 of Act 302 of PA 1921 asserts that no one shall teach in any private, denominational or parochial school who does not hold a certificate which would qualify him or her to teach in like grades of the public schools of the state.
    [Show full text]
  • A Study on the Status of Education in Mauritania
    2004/ED/EFA/MRT/PI/56 Original: French Background paper prepared for the Education for All Global Monitoring Report 2003/4 Gender and Education for All: The Leap to Equality A study on the status of education in Mauritania Ould Boubout Houssein Mahfoud 2003 This paper was commissioned by the Education for All Global Monitoring Report as background information to assist in drafting the 2003/4 report. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the EFA Global Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the EFA Global Monitoring Report 2003/4, The Leap to Equality”. For further information, please contact [email protected] CONTENTS I- Introduction………………………………………… …..………..3 II- Analysis and assessment of progress………………………3 II-1- EFA 1999 Assessment ……………………………….3 II-1-1 Early childhood education……………………3 II- 1- 2 Basic education…………………………………….…….. 3 II- 1- 3 Literacy.…………………………………….……………. 3 II-2- EFA Assessment after the Dakar Forum………….………………4 II-2-1 Early childhood education……………………………...….4 II-2-2: Basic education…………………………………………….5 II-2-3: Literacy………………………………………….…………6 II-3: Lifelong learning……………………………………………………6 III- Policies, strategies and reforms ………………………..…………………….7 IV- Critical strategies for sustainability…………………………………….…..11 V- Conclusion…………………………………………………….……………...13 2 I Introduction In the past decade, the Mauritanian authorities have espoused the goal of universal enrolment by the year 2000, which the international community adopted in 1990 at Jomtien (Thailand). They have made basic education central to all development programmes and have implemented an education policy since 1990 with the aid of funding agencies.
    [Show full text]
  • Teacher Certification Procedures
    CCEERRTTIIFFIICCAATTIIOONN GGUUIIDDEE FFOORR SSCCHHOOOOLL SSTTAAFFFF AASSSSIIGGNNMMEENNTTSS JJULY 22001100 Revisions from July 2009 to July 2010 are highlighted Updated for Highly Qualified Teacher Assignments Professional Services Division Professional Standards Section The Certification Guide for School Staff Assignments is a document to assist employers in matching the certification or qualifications appropriate for specific staff assignments. In addition, the No Child Left Behind requirements for highly qualified teachers are indicated with a check mark. This guide is available on the State Department of Education Web site at <http://www.sde.state.ok.us>. ~ ~ ~ It is the policy of the Oklahoma State Department of Education (OSDE) not to discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs or employment practices as required by Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973. Civil rights compliance inquiries related to the OSDE may be directed to the Affirmative Action Officer, Room 111, 2500 North Lincoln Boulevard, Oklahoma City, Oklahoma 73105-4599, telephone number (405) 522-4930; or, the United States Department of Education’s Assistant Secretary for Civil Rights. Inquiries or concerns regarding compliance with Title IX by local school districts should be presented to the local school district Title IX coordinator. July 2010 Revisions from July 2009 to July 2010 are highlighted CERTIFICATE AREAS General Information In compliance with law and after receiving extensive input from educators and representative organizations, in 1997 the State Board of Education adopted licensure and certification competencies.
    [Show full text]
  • Guidelines for Mississippi Educator Licensure K-12
    Title 7: Education Part 4: Guidelines for Mississippi Educator Licensure K-12 GUIDELINES FOR MISSISSIPPI EDUCATOR LICENSURE K-12 MISSISSIPPI DEPARTMENT OF EDUCATION DIVISION OF EDUCATOR LICENSURE 359 NORTH WEST STREET JACKSON, MISSISSIPPI 39201 CAREY M. WRIGHT, ED.D. STATE SUPERINTENDENT OF EDUCATION July 2020 INTRODUCTION The Commission on Teacher and Administrator Education, Certification and Licensure and Development was created under the Mississippi Education Reform Act of 1982 and is charged with the responsibility of making recommendations to the State Board of Education regarding standards for the preparation, licensure, and continuing professional development of those who teach or perform tasks of an educational nature in the public schools of the State of Mississippi. In compliance with Miss. Code Ann. §37-3-2, as amended by Mississippi Laws 1997, Ch. 545, the Commission on Teacher and Administrator Education, Certification and Licensure and Development and the State Board of Education have approved guidelines for licensure. This manual contains information necessary to understand the licensure processes, class levels of licensure, and pathways to licensure. Proper use of this manual should provide answers to most, if not all, general and specific questions related to educator licensure in the State of Mississippi. The Division of Educator Licensure is the sole program office within the Mississippi Department of Education to issue licenses and to implement Mississippi’s laws and policies adopted by the Mississippi State Board of Education relating to the licensing of teachers, instructional support personnel, and administrators for preschool through Grade 12 (P-12). Policies, rules, standards, directives, and memoranda written prior to this version are invalid and shall not be used to determine the application of these guidelines unless otherwise noted herein.
    [Show full text]
  • A Comparative Study of Teacher Preparation and Qualifications in Six Nations
    A Comparative Study of Teacher Preparation and Qualifications in Six Nations Edited by Richard M. Ingersoll ABOUT CPRE The Consortium for Policy Research in Education (CPRE) unites seven of the nation’s top research institutions in an exciting venture to improve student learning through research on policy, finance, school reform, and school governance. The members of CPRE are the University of Pennsylvania, Teachers College Columbia University, Harvard University, Stanford University, the University of Michigan, the University of Wisconsin-Madison, and Northwestern University. CPRE is currently examining how alternative approaches to reform— such as new accountability policies, teacher compensation, whole-school reform approaches, and efforts to contract out instructional services— address issues of coherence, incen- tives, and capacity. To learn more about CPRE, visit our web site at www.cpre.org or call (215) 573-0700, and then press 0 for assistance. CPRE Research Report Series Research Reports are issued by CPRE to facilitate the exchange of ideas among policymakers, practi- tioners, and researchers who share an interest in education policy. The views expressed in the reports are those of individual authors, and not necessarily shared by CPRE or its institutional partners. A Comparative Study of Teacher Preparation and Qualifications in Six Nations By Richard M. Ingersoll, United States With Ding Gang and Sun Meilu, People’s Republic of China (PRC) Kwok Chan Lai, Hong Kong Hidenori Fujita, Japan Ee-gyeong Kim, Republic of Korea Steven
    [Show full text]