Capacity Development of Faculties of Education in International Approaches to Higher Education Project number: 530614 - TEMPUS - 1 - 2012 - 1 - EG - TEMPUS - JPHES Building the Capacity of Faculties of Education: The CDFE Partnership: Foundational Principles The Partnership is about Change and Transformation The Partnership is a Collaborative and Collegial One The Partnership Constitutes a Community of Learners The Partnership is a First Step in Long Lasting Relationships and Friendships The Partnership Respects Diversity, Multiculturalism and Internationalization Case Studies of a TEMPUS Journey in Peer Learning and Transformations in Teacher Education Foreword and Conclusion by Malak Zaalouk (Project Leader) Editors: Malak Zaalouk, Ronald Sultana and Pete Bradshaw Co-funded by the Co-funded by the Tempus Programme Tempus Programme of the European Union of the European Union Building the Capacity of Faculties of Education: Case Studies of a TEMPUS Journey in Peer Learning and Transformations in Teacher Education Foreword and Conclusion by Malak Zaalouk (Project Leader) Editors: Malak Zaalouk, Ronald Sultana and Pete Bradshaw First published in 2016 by The Middle East Institute for Higher Education Graduate School of Education The American University in Cairo AUC Avenue. P.O.Box 74. New Cairo 11835. Egypt. Copyright © 2016 by The Middle East Institute for Higher Education All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Designed and Printed in Metropole Advanced Printing Facilities Cairo, Egypt. 27065 / 2015 ISBN: 978-977-416-798-0 Disclaimer: «This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained » therein. Table of Contents Foreword P.5 List of acronyms P.13 Egypt P. 17 Chapter (1) Egypt’s Educational Context P.17 Chapter (2) The American University in Cairo P.29 Chapter (3) Assiut University P. 47 Chapter (4) Alexandria University P. 65 Chapter (5) Helwan University P. 77 Chapter (6) The Professional Academy for Teachers P. 93 Lebanon P.107 Chapter (7) Lebanon’s Educational Context P. 107 Chapter (8) University of Saint Joseph P. 115 Chapter (9) American University of Beirut P. 125 Palestine P.135 Chapter (10) Palestine’s Educational Context P. 135 Chapter (11) Al-Najah University P. 149 Chapter (12) BirZeit University P. 159 Conclusion P.169 FOREWORD by Malak Zaalouk This is the second of two volumes produced and creating learning communities, and enable within the context of a three-year TEMPUS project educators to learn from each other (Barber and entitled “Capacity Development of Faculties of Mourshed, 2007). Many international task forces Education CDFE in International Approaches and initiatives have been established in the last to Teacher Education”. This foreword is not an fifteen years to support teachers at the heart of introduction to the volume in the academic sense educational reform in Europe and elsewhere of the term, but rather a brief statement by the (UNESCO, 2014; Twining, et al., 2013; Haigh, project’s coordinating institution and Primary et al., 2013). Investigator (PI) about the purpose and spirit with which the project w as designed. In recent years one of the lead bodies for the Arab region, the League of Arab States (LAS), For some years, education has been high on the developed visions and strategies to promote agenda of heads of state, policy makers and quality educational reform and research. These civil society, on the international, regional and two concerns have featured in every single Arab national levels. Most reforms have emphasised the Summit meeting since 2006. In fact already in importance of teachers and, more specifically, the 2005 a department for education and scientific critical impact that teacher preparation is proven research was created at LAS to support the to have on student learning (Darling-Hammond, new policy direction. In 2006, LAS and various 1997). Research also suggests that, in addition to other regional bodies, such as the Arab League teacher preparation, the quality of learning largely Education Culture and Science Organization depends on Continued Professional Development (ALECSO), the Arab Bureau for Education in (CPD) (OECD/WB, 2014). Moreover, preparing the Gulf States (ABEGS), the regional offices and empowering educators through lifelong for the United Nations Educational, Scientific learning is a complex undertaking that includes and Cultural Organization (UNESCO), and the induction and mentoring at entry point into the regional office for the United Nations Children’s profession. It is a long learning journey that starts Fund (UNICEF) joined hands in a partnership with university preparation but continues through to enhance the quality of education in the Arab the career development path of each professional. world (League of Arab States and UNICEF, 2010). It has various configurations, but most importantly The partnership chose teachers as their entry is seen in school and in partnership with universities. point for the purposes of bringing about reform. The best CPD programmes highlight what great Several studies were conducted and compiled to instruction looks like through curricula and further understand the status of teachers, their pedagogy, impart educators with the knowledge training and performance in the region. Studies and capacity to deliver exemplary instruction, build on Arab universities have highlighted the fact that practical skills through professional development these relatively recently established institutions opportunities, support educators with good work in very complex contexts, and that although mentors and coaches, select and develop good their numbers are rapidly proliferating they face instructional leaders who focus on instruction considerable challenges with regard to the quality 5 of their programmes, autonomy and governance the acquisition as well as the production of both (Mazawi, 2005; ElAmine, 2014; Al-Hroub, explicit and tacit knowledge. In October 2012, the 2014). More specific studies on faculties of MEIHE was awarded a -36month project entitled education clearly pointed to the fact that the Arab “Capacity Development of Faculties of Education world in general suffers from weak professional CDFE in International Approaches to Teacher development programs. Curricula in university Education” (Project number -530614TEMPUS- faculties of education are not updated and do not -1-2012-1EG-TEMPUS-JPHES). The project emphasize innovation, critical thinking, reflection, (abbreviated to CDFE) focused on building the research and problem solving. There is a weak capacity of selected higher education institutions. link between theory and practice, and on-the-job It focused on learning from good practices CPD is very limited (Zaalouk, 2013). The situation from the European Union (EU) in three strategic is further aggravated by the low status and salary areas: action research, practicum and Continued accorded to teachers (Farag, 2010; Herrara and Professional Development. In so doing, the project Torres 2006). harmonized pre-university with higher educational reforms. It aimed at making the work of faculties During later stages of the joint initiative on teacher of education relevant and integral to school-based enhancement led by the LAS, UNICEF, and the reform. Through a collaborative network between Middle East Institute for Higher Education (MEIHE) faculties of education in some EU countries and at the American University in Cairo (AUC), some selected partners in the MENA/Arab region, there have been many positive achievements the project aimed at enhancing the capacities in terms of advocacy and the production of a of faculties of education in the latter. The guiding framework for teachers’ professional project essentially aimed at rendering university development. Since 2008, the initiative has faculties of education relevant to school and been developing the capacity of two regional society. The goal is to strengthen the partnership centers of excellence to enhance the professional between universities and schools through the development of teachers: one in Egypt – the organization of practicum, action research and Professional Academy for Teachers (PAT) and one Continued Professional Development. Schools in Jordan – the Queen Rania Teachers’ Academy are social institutions constituting the work place (QRTA). The advocacy from the regional teacher of future teachers. Effective teacher recruitment, initiative overwhelmingly led by LAS, UNICEF employment, deployment and retention should and MEIHE, has made teacher preparation and begin with quality practicum during teachers’ enhancement a priority in all countries in the university years, followed by strong mentorship region. Moreover, other agencies have joined the and professional development programmes reform attempts. The World Bank has launched the during the early induction years, and continued Arab Regional Agenda for Improving Education lifelong learning through research during the Quality (ARAIEQ) in partnership with ALECSO, mature years of teaching. Learning resulting from UNESCO, the World Economic Forum, INJAZ this project feeds into two regional centers of al-Arab (a regional NGO) and