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Eurydice Presentation at the Conference ‘Europe needs Teachers’ organised by ETUCE Brussels, 12 June 2006. Structure of the presentation. 1. Scope and Definitions. 2. Accreditation and Evaluation of Initial Teacher Education.

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Eurydice Presentation at the Conference ‘Europe needs Teachers’ organised by ETUCEBrussels, 12 June 2006


Structure of the presentation
Structure of the presentation

1. Scope and Definitions

2. Accreditation and Evaluation of Initial Teacher Education

3. Accreditation and Evaluation of In-Service Teacher Education

4. Quality Assurance in Teacher Education: Future Challenges


Scope of the study

  • 30 countries covered

  • Reference year: 2005/06

  • Teacher education for general compulsory and upper secondary education (ISCED 1-3)

  • Evaluation types focusing on the quality of provision of teacher education


Definitions

Evaluation: A general process of systematic and critical analysis leading to judgments and/or recommendations for improvement regarding the quality of a (teacher) education institution or programme.

Accreditation: A process by which an institution or a programme is judged by the relevant legislative and professional authorities as having met predetermined standards in order to provide (teacher) education or training and to award the corresponding qualifications (where they exist). The accreditation procedure presupposes that the programmes or institutions to be accredited are evaluated.


The accreditation and evaluation of initial teacher education
The Accreditation and Evaluation of Initial Teacher Education


1. Specific or general regulations on accreditation/evaluation

2. Main features of external and internal evaluation

3. Frequency

4. Use made of results

Issues


Official regulations for the evaluation of initial teacher education

  • General regulations on the evaluation of higher education apply to the evaluation of teacher education

  • In a few countries, specific regulations do also exist, and apply only to a particular stage of initial teacher education


Main features of external evaluation (1) education

  • Coordinated by an evaluation agency or evaluation committee or an independent body

  • Evaluators are peers and/or evaluation experts

  • Evaluation is based on a site visit and on internal evaluation results


Main features of external evaluation (2) education

  • Legislation on higher education, a list of evaluation criteria and documents concerning teacher education are used to draw up evaluation criteria

  • Evaluation criteria cover a variety of issues


Frequency of external evaluation education

  • Evaluation conducted at fixed intervals:

  • Intervals of 1 to 12 years, fixed or maximum

  • Evaluation conducted at variable intervals:Frequency fixed by the evaluators and/or the institution evaluated


Main features of internal evaluation education

  • Less regulated than external evaluation

  • Coordinated mainly by the management or an evaluation committee

  • Management, academic staff and students participate

  • Internal evaluation criteria are often based on external evaluation criteria


Frequency of internal evaluation
Frequency of internal evaluation education

  • In most countries, internal evaluation is undertaken annually

  • In some countries, it takes place at least every 3 to 10 years

  • Internal evaluation is often linked to external evaluation. However, in many countries, internal evaluation occurs more frequently.


Use of evaluation results education

  • Evaluation follow-up

  • Impact on (re-)accreditation of programmes or institutions

  • Impact on funding

  • Publication of findings


Publication of evaluation findings education

  • The publication of external evaluation results is compulsory in 19 countries

  • Results are usually available to the management of institutions and their academic staff and students

  • The publication of internal evaluation results is compulsory in 6 countries only


The accreditation and evaluation of in service teacher education

The Accreditation and educationEvaluation of In-Service Teacher Education


1. Types of providers of in-service teacher education education

2. Existence of official regulations on accreditation/evaluation

3. Main procedures

4. External bodies undertaking accreditation/evaluation

5. Scope

6. Frequency

7. Use made of results

Issues


  • Institutions for initial teacher education

  • Public authority in-service teacher education centres

  • Teacher unions or teacher associations

  • Private-sector training centres (i.e. private language schools)

  • Other providers (e.g. NGOs, private companies)

Types of providers of in-service teacher education


Existence of official regulations on educationaccreditation/evaluation


  • Agency for evaluation or evaluation committee

  • Independent body working on behalf of public authority

  • Inspectorate for school education

 Several bodies responsible in some countries

External bodies undertaking accreditation/evaluation


External educationevaluation/accreditation

  • Analysis of written plan

  • Analysis of self-evaluation report

  • Analysis of background documents

  • Site visit

Internal evaluation

Main procedures of accreditation/evaluation

11 countries use all or almost all of the procedures, mainly on a compulsory basis


Most covered aspects (where regulations exist): education

  • Content of activity and teaching methods

  • Competences of trainers

  • Infrastructure (ICT, teaching material etc.)

Scope of accreditation/evaluation

 No regulations on the scope of accreditation or evaluation in about half of all countries


education Subject to regulations in 12 countries only

  • Annual to up to every six years

  • Depends also on the procedure followed (self-evaluation, external evaluation or accreditation)

Frequency of accreditation/evaluation


  • Withdrawal of accreditation

  • Setting-up of improvement plans, adaptation of teacher education programmes to needs of teachers and schools

  • Publication of results

Use made of results of accreditation/evaluation


Quality Assurance in Teacher Education: educationFuture Challenges

  • Scope and players involved

  • Acceptance of and trust in evaluation

  • Frequency

  • The further use of results


Thank you for your attention! education

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Publication of evaluation findings education

  • The publication of external evaluation results is compulsory in 18 countries

  • Results are usually available to the management of institutions and their academic staff and students

  • The publication of internal evaluation results is compulsory in 5 countries only


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