Teacher Policies: State of the Art and Trends in the European Union and Central Asia

1. Teacher Policies:State of the Art and Trends in the European Union and Central Asia Astana, 13 - 14February 2013

2. Objective of the study • Deliver resource materials for regional and national expert forums • Design recommendations for a high level policy dialogue between the EU and Central Asia and between Central Asian countries on teacher policies - With a special focus on the definition of the teacher’s role in a fast changing society

3. Focus of the study • Teachers’ role in society • Teachers’ role in the education system • Teachers’ qualification systems and competence profiles • Teachers’ initial training • Teachers’ continuing professional development • Recruitment and retainment of teachers

4. Focus area and criteria for study Example: Teachers’ initial training According to which critieria to we look at teachers’ initial training? • Institutions offering the training • Admission to training • Duration of training • Training contents (subject knowledge) • Training contents (didactics) • Practicum assignments and mentoring

5. Results of the study • An analysis of the state of art of teacher policies in each of the five Central Asian countries • An analysis of common approaches to teacher policies in the European Union • An analytical overview of EU initiatives in this field • An analysis of teacher policies and best practices in two selected EU countries

6. Research methodology • Areas of research: Six focus areas • Geographical scope: • EU recommendations • Teacher policies in Austria and France • Teacher policies in Central Asia • Sources of information (see next slide)

7. Sources of information • Desk research • Field research • State and non-state institutions • EC Delegations in Central Asian countries • Project managers of EU-funded projects in CA countries

8. Recommendations Recommendations for a policy dialgue between the EU and CA countries and the CA countries will be based on • Identified strengths, weaknesses and challenges for teacher policies in the EU and CA in the field of teacher policies • EU initiatives in CA in this field and identified gaps • EU recommendations in teacher policies and best practices from two EU countries • Perceptions of teaching and learning in a knowlege society

9. The purpose of the recommendations is to Facilitate a policy dialogue on • the improvement of teacher policies in Central Asian countries • future technical assistance of the EU for CA • possible approaches to interaction and mutual learning between the EU and CA and between CA countries

10. Presentation and dissemination of results • A regional workshop in CA on the technical expert level to discuss the results and make further recommendations • National expert and stakeholder meetings of CA countries to prepare a high-level policy EU-CA policy dialogue. • A meeting for a regional high-level policy dialogue • Publication and distribution of results to stakeholders

11. Timeline • Presentation of the concept of the study in Astana (February 2013) • Data collection • Regional workshop in CA on the technical expert level to discuss the results and make further recommendations • National expert and stakeholder meetings of CA countries to prepare a high-level policy EU-CA policy dialogue • A meeting for a regional high-level policy dialogue • Publication and distribution of results to stakeholders

12. Management structure • External expert conducts study • CAEP is the official counterpart of all institutions • All communication with partners is handled by CAEP

13. Thank you for your attention!We appreciate your questions comments suggestions regarding the focus, timeline, usefulness of the study, possible obstacles, things to consider, ...