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Staff continuing professional development from the perspective of quality assurance in initial VET

EUROPEAN UNION. MoERI/ NCDTVET-PIU. Staff continuing professional development from the perspective of quality assurance in initial VET.

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Staff continuing professional development from the perspective of quality assurance in initial VET

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  1. EUROPEAN UNION MoERI/ NCDTVET-PIU Staff continuing professional development from the perspective of quality assurance in initial VET Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  2. “The most sophisticated means of reaching the highest quality (in education) is by enhancing motivation and involvement of all stakeholders in education”.Michael Ormston and Marian Shaw EUROPEAN UNION MoERI/ NCDTVET-PIU Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  3. EUROPEAN UNION Education and training MoERI/ NCDTVET-PIU “Education must strive to follow nature course, no matter how far it might lead us. It fulfills its mission, which is improvement of man” J. H. Pestalozzi • Educationis a complex process of training and preparing man for social life form all viewpoints, having a permanent nature, addressing all ages and aiming at creating a positive motivational attitude towards self-training and self-education. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  4. EUROPEAN UNION Education and training MoERI/ NCDTVET-PIU • Trainingis the core function of education (expressed as permanenttraining-developmentnecessary for the optimum social integration of the human personality). • From a functional view training subordinates “education which is only a particular case of training”. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  5. EUROPEAN UNION Implementation of a quality system MoERI/ NCDTVET-PIU Quality assurance is: • A privilege of competitiveness and compatibility; • An expected result of the educational and development process • A priority issue in the relationships between employers and educational institutions; Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  6. EUROPEAN UNION MoERI/ NCDTVET-PIU Reform in the quality assurance field may: • Reveal difficulties related to certification and students progress, to teachers skills and training. • Reveal difficulties related tonational standards and didactic training materials; • Reveal difficulties weak links between initial and continuing training; • Reveal infrastructure problems; • Revealcertain weaknesses of partnerships with employers; • Impact on existing relationships; Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  7. EUROPEAN UNION Teachers’ training – fundamental component of the quality assurance process MoERI/ NCDTVET-PIU • Identification of customer requirements and curriculum related requirements • Drafting procedures to meet these requirements • Defining clear roles and responsibilities • Analysing activities and procedures Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  8. EUROPEAN UNION MoERI/ NCDTVET-PIU • Applying corrective actions • Working for continuing improvement • Maintaining certain documentation and registers • Adequate training courses for the entire staff Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  9. EUROPEAN UNION Change and progress in school organisations MoERI/ NCDTVET-PIU Plans for change and progress in school organisations: • School improvement, involvingreconversion, adaptation and structural and management changes; • Staff development, involving teachers’ training and development. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  10. EUROPEAN UNION Professional development strategy MoERI/ NCDTVET-PIU • The professional development strategy is developed based on : • Specific organisational context; • Employees particularities; • External influence factors. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  11. EUROPEAN UNION MoERI/ NCDTVET-PIU From the quality assurance perspective, professional development may beviewed under two perspectives: • Qualitative – level of teachers’ participation to didactic innovation; • Quantitative – investment in continuing training,in career development Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  12. EUROPEAN UNION Continuing training MoERI/ NCDTVET-PIU Continuing training“may be defined as the set of activities and practices that require involvement of educators to enhance own knowledge, improve skills, analyse and develop professional attitudes” (EURYDICE. Information Network on Education in Europe). Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  13. EUROPEAN UNION Continuing training MoERI/ NCDTVET-PIU • Continuing training of teachers comprises two essential aspects: • Improvement and renewal of professional practices by“updating knowledge acquired during initial training”; • Completion of initial training, including “possible change of professional pathway, with new competences certified by diplomas”. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  14. EUROPEAN UNION Objectives of continuing training MoERI/ NCDTVET-PIU • Personal and social and professional development of teachers Specific objectives: • Updating basic competences (pedagogical, specialist); • Acquiring new competences; • Applying basic competences at the level of specialty/specialties didactics; • Initiation in using new teaching-learning-assessment strategies, methods, means; Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  15. EUROPEAN UNION MoERI/ NCDTVET-PIU • Improvement of continuing training system/institutions, courses provision, pedagogical practices specific objectives: • Fostering interdisciplinarity capitalising on basic concepts; • Fostering pedagogical research/innovation at individual and group/team level; • Application of educational paradigms at school and class level/curriculum theory; education management; • Development of psycho-social behaviours necessary for human resources management; Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  16. EUROPEAN UNION MoERI/ NCDTVET-PIU • Knowledge of pedagogical and social environment specific objectives: • Fostering school relationship with various social actors: economic, community, cultural, politic etc.; • Relating the educational system to the social and economic interests; • Adaptation to social and cultural changes specific to post-industrial/information society; • Studying the psycho-social factors influencing students’ behaviours Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  17. EUROPEAN UNION Professional development strategyGood practice examples MoERI/ NCDTVET-PIU Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  18. EUROPEAN UNION Professional development strategy MoERI/ NCDTVET-PIU Should consider various training needs and should be developed so that it meets the requirements of: • Students, who want learning possibilities matching their professional and personal aspiration. These qualifications should be a “passport” for employment, certifying student’s skills and competences; • Employers, who want valid and reliable qualifications, recognised by the accreditation of employees’ quality and level of competence; • Public sectors, who want the TVET provision to be able to sustain economic development and support governmental policies Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  19. EUROPEAN UNION MoERI/ NCDTVET-PIU What needs to be done: • Identification of “heritage” of talent, knowledge and experiences in school • Identification of training needs, as maintaining a balance between the systemic and individual needs is essential; • Identification of agreed training institutions; • Identification of types of agreed courses and their delivery • Identification of weaknesses and strenghts in the current teachers’ continuing training system; • Identification of the main motivational structures involved in the process of teachers’ continuing training Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  20. EUROPEAN UNION Systemic approach of professional development MoERI/ NCDTVET-PIU PROFESSIONAL DEVELOPMENT STRATEGY Identification of training providers Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  21. EUROPEAN UNION Identification of training needs MoERI/ NCDTVET-PIU • Surveys among: • Teachers • Students and parents • Employers • Assessment of teachers’ performance by means of: • Lesson observation, followed by discussions with teachers and development of an improvement plan, as appropriate (assistance/inter-assistance); • Observation of non-formal activities, determining implications on participants and result monitoring • Questionnaires designed for both direct beneficiaries (students) and indirect beneficiaries (parents, partners employers) of the educational process • Self-assessment at the level of: • teachers • department: undertaken by the head of department • school: undertaken by the QAEC coordinator Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  22. EUROPEAN UNION MoERI/ NCDTVET-PIU • Self-assessment is finalised with: • SWOT analysis • Development of improvement plan for priority weaknesses Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  23. EUROPEAN UNION Questionnaire for identifying teachers’ continuing training needs - excerpt MoERI/ NCDTVET-PIU Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  24. Conclusion: 69,60% of teachers think contnuing training is a right. This is normal if we refer to the teachers’ status. At the same time, 25,44% consider it is an obligation, as it is proided for in the job description. Decentraisation of education will change the percentages significantly, as schools will need flexible teachers to be able to cope with their educational provision. What is continuing training - a right or an obligation 6% 25% a right an obligation I don’t know 69% EUROPEAN UNION In your opinion teachers’ continuing training is: MoERI/ NCDTVET-PIU Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  25. The appraisal of didactic and pedagogical training at faculty level reveals a rather negative perception. 75,24% of the subjects regard it as poor and average, which means that: Graduates need to follow school’s training programme. Mentorship is needed Training funds are necessary EUROPEAN UNION How do you appraise methodological training at faculty level MoERI/ NCDTVET-PIU Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  26. Conclusion: They are very important. 60% of the teachers with at least 10 years experience think didactic degrees have an important role in their career. Why? methodology. Guidance received from methodological specialists or specialist inspectors during inspections guide their career. The paper for didactic degree I requires research for the methodological part. 11,48% yes no 29,12% don’t know 59,40% EUROPEAN UNION Do you think didactic degrees are a pre-requisite of career progress? MoERI/ NCDTVET-PIU Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  27. EUROPEAN UNION Do you think training through didactic degrees is sufficient for the quality of your activities? MoERI/ NCDTVET-PIU Conclusion: • It is not sufficient • Issues related to classroom management or new educations are not thoroughly followed during the degree inspections. • Continuing training to this purpose is necessary as well. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  28. Who provides continuing training 4% 9% universities 22% 15% TTH NCTT school other institutions 50% EUROPEAN UNION Continuing training institutions MoERI/ NCDTVET-PIU Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  29. 32,16% 20% 10,19% 1 8,12% 29,63% 0,00% 5,00% 10,00% 15,00% 20,00% 25,00% 30,00% 35,00% School director Training school inspector Head of methodological commission Specialist school inspector Individual teacher EUROPEAN UNION Selection of teachers for training programmes MoERI/ NCDTVET-PIU Responsibility for the process of teachers’ selection for training programmes belongs almost equally to the school director and to the individual teacher Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  30. Course selection motivation 19% 41% Course objectives Number of credits Duration 40% EUROPEAN UNION Which is the main factor for choosing a course from a training provision MoERI/ NCDTVET-PIU • Conclusion: • As the human resources policy requires a minimum number of credits to be accumulated in a given period, the trainees tendency is to choose courses with highest number of credits, thus with longer duration politica de formare a. • 40,19 % of the subjects indicated they choose the course based on its nuber of credits. • Most subjects (41,17%) choose the course based on its objectives. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  31. 1 day 2,50% 3,23% 5,90% 12,45% 3 days 1 week based on objectives other 75,92% EUROPEAN UNION Training programme duration MoERI/ NCDTVET-PIU Majority (75,92%) states that this duration should be adapted to the objectives of the course. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  32. 6% 21% 18% holiday methodological day parallel with schedule weekend 55% EUROPEAN UNION In your opinion when should the training course take place MoERI/ NCDTVET-PIU Conclusion • Traning courses should be delivered: • In the methodological day • during holidays (definitely during teachers’ activity period). • Very few want courses delivered during weekends. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  33. 3,07% 8,68% 14,89% 20,75% 29,43% 23,18% Didactic planning curriculum Education methods and means Assessment principles and techniques Organisation and management of classes of students Special educational needs (for students with SEN) EUROPEAN UNION Continuing training fields MoERI/ NCDTVET-PIU Only 3.07 % granted to special educational needsmaybe explained by the fact that training programmes focused very little (if at all) on this issue Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  34. EUROPEAN UNION Which of the following training types organised at school level is most efficient: MoERI/ NCDTVET-PIU Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  35. Training feedback 80 60 TTH universities 40 NCTVETD school 20 0 EUROPEAN UNION Indicate two of the continuing training providers who organise regular feedback after training MoERI/ NCDTVET-PIU Conclusion: • NCTVETD who undertakes regular monitoring, the reports required prove interest for applying knowledge acquired during training and its dissemination at school and other levels. • School is indicated as 70,58%. This is innevitable if we taking into account that there are lesson assistance, inter-assistance, communication sessions, demo ctivities etc. in schools. • Faculties are indicated by 42%, which cannot be explained, as the university professor only gives feedback at the inspection for degree I, during OhD examinations, communication sessions (few). Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  36. National curriculum and SBC 100% 5 30 80% no 60% well 40% very well 67 20% 0% EUROPEAN UNION Do you know what the national curriculum, SBC, LDC are? MoERI/ NCDTVET-PIU Conclusions: • Only 65,66% are very familiar with these documents • Analysing based on the age criterion those who are familiar with them : • Young – approx 40% • Experienced – approx 60% • Most of the are foremen Important: • These documents must be presented during departments meetings. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  37. Psycho-pedagogy knowledge 10% very well well 32% 58% no EUROPEAN UNION Do you know psycho-pedagogy notions? MoERI/ NCDTVET-PIU Conclusions: • 58% know the notions very well, • 32% well, • 10% do not know these notions. Important: • Teachers will have to take pedagogy courses • Teachers should benefit from guidance from school counsellor. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  38. Relationship with families and community 13% very well well 53% no 34% EUROPEAN UNION Do you know means to realate with students’ families and community? MoERI/ NCDTVET-PIU Conclusions: • 85% can relate well and very well with families and community. This is very good for the school-parents partnership. • The 13% who cannot are generally teachers who do not have the role of class masters or foremen. • It was expected to have a very low percentage of teachers having this competence, especially when counselling courses were organisedrepeatedly. Important: • Urgent training of teachers Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  39. Change management 4% 12% very well well no change 84% EUROPEAN UNION Is it necessary to change your attitude to the teaching-learning process? MoERI/ NCDTVET-PIU Conclusions: • 84% think they should change their teaching-learning process. • It is a need imposed by the natural evolution of educational reform o. It is necessary for preparing students for the labour market. Important : • It is necessary to organise open lessons, inter-assistance and intra-assistance Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  40. EUROPEAN UNION MoERI/ NCDTVET-PIU • Based on the interpretation of information collected for identifying the training needs we determined • A training plan comprising : • Staff improvement needs, based on school and individual prioritiesde • Action plan for courses delivery • The person who will coordinate this programme • The necessary resources. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  41. EUROPEAN UNION Training programme. Courses MoERI/ NCDTVET-PIU • Provided by school : • „Student-centred learning” • „Development of learning materials” • „Quality assurance in education” • We used the national trainers from schools, as well as the teachers trained under PHARE TVET. They became true champions of change. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  42. EUROPEAN UNION Training programme. Courses MoERI/ NCDTVET-PIU • Provided by TTH: • Mentorship courses • „Class masters’ school” • „European integration and international projects” „Vocational guidance and counselling” • „Communication competences in English • „Informatics through the ODD system” • „Initiation in ITC” Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  43. EUROPEAN UNION Training programme. Courses MoERI/ NCDTVET-PIU • Provided by CREDIS: „Information technology and communication” • Provided by foundations: • Tineri pentru tineri: • „Young people at life’s doorstep”, • „Education for family life” • ASIS: “I am a citizen, I know my rights” • Salvaţi copiii – Youth Centre • P.S.I.:”I do what I want but I know what I do” Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  44. EUROPEAN UNION Self-assessment ReportImprovement plan - examples MoERI/ NCDTVET-PIU After the first self-assessment cycle (school year 2004 – 2005) • Issues identified: • Teaching-learning methods • Assessment methods • Solutions identified: • Training • Dissemination and discussions • Open lessons • Improvement of endowment • Procurement of new didactic materials Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  45. EUROPEAN UNION MoERI/ NCDTVET-PIU After the second self-assessment cycle (school year 2005 – 2006) • Issue identified : • vocational guidance and counselling • Solutions identified : • participation to training course “Guidance and Counselling” • self-knowledge questionnaires, personal development • partnerships with competent institutions : • For career planning - CAE • For creating a lifestyle – Psycho-pedagogical Assistance Centre, Drug Consumption Prevention Service • Involvement of human resources departments at partner employers Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  46. EUROPEAN UNION MoERI/ NCDTVET-PIU • General provisions, as well as very targeted ones were presented in order to meet teachers’ individual interests as well as school needs • The main change that must be brought to the organisation of continuing training is moving the focus at school level schimbare ce se impune în privinţa modului de organizare a formării continue este deplasarea centrului de greutate la nivelul şcolii. • Continuing training should become an institutional component of schools Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  47. EUROPEAN UNION MoERI/ NCDTVET-PIU By adopting a systematic approach on professional development, the school should have several benefits: • Increase of professional performance; • Higher quality of services; • Increase of motivation by staff involvement. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  48. EUROPEAN UNION MoERI/ NCDTVET-PIU • Introduction of a quality system is not easy. Various difficulties may occur but if customers and curriculum requirements are identified, procedures are written for these requirements, procedures are complied with, clear roles an responsibilities are defined (staff proving commitment at all levels), actions and procedures are analysed, corrective measures are applied, teachers’ training is approached in a systemic manner, then we can speak of successful implementation of a quality system Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

  49. EUROPEAN UNION MoERI/ NCDTVET-PIU The entire quality assurance processdepends on teachers’ involvement and on their professional-pedagogical competence. Materials produced under Phare 2006 financial support Phare TVET RO 2006/018-147.04.01.02.01.03.01

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