ANNEXES

Annex 1

LIST OF INTERVIEWEES

Name Role Organisation

Ms. Gentiana Sula Deputy Minister Ministry of Social Welfare and Youth

Mr. Xhafer Dobrushi President Federation of Education Trade-union

Ms. Refiko Lushjani Principal “Ali Myftiu” school Elbasan

Mr. Olger Brame Faculty of Education and Philology

University “Fan Noli” Korça

Ms. Silvana Banushi General Director Ministry of Social Welfare and Youth

Ms. Hedie Bejtja Principal Electric School Tirana

Ms. Flutura Vaqarri Principal Hotel and Tourism school Tirana

Ms. Sonila Limaj Director National Agency for VET and Qualifications

Mr. Luan Bregasi President Business Albania

Annex 2

PYETJET PËRFUNDIMTARE PËR INTERVISTAT ME GRUPET E INTERESIT

Grupet e ndryshme të pyetjeve do t’u drejtohen grupeve të ndryshme të interesit. Si pikënisje

shërben raportimi mbi politikat që u pasqyrua në raportin e diskutimeve në Beograd. Ky

raport mund të zgjerohet ose të korrigjohet nga ky hulumtim.

Data e intervistës:

Emri i të intervistuarit:

Roli dhe organizata:

E-mail:

Emri i intervistuesit:

POLITIKAT

1. A ka një angazhim të qartë politik në vendin tuaj lidhur me zhvillimin e vazhdueshëm

profesional (ZHVP) për mësuesit dhe instruktorët e AFP?

Bëni një përmbledhje të angazhimit – ose identifikoni ku është i dokumentuar ai.

2. A ka një plan të publikuar për implementimin e kësaj politike – çfarë afatesh kohore ka?

3. A ka një angazhim të përshtatshëm buxhetor për të mbështetur këtë plan?

Në çfarë periudhe kohore? A ka boshllëk financiar?

4. Cilat janë veprimet ose rezultatet kryesore sipas planit?

5. Cilat janë dobësitë ose kufizimet e planeve dhe angazhimeve politike ekzistuese?

A ka angazhime politike ose veprime të tjera të dëshirueshme ose angazhime ekzistuese

që nuk janë të dëshirueshme?

6. Deri në ç’masë janë të përfaqësuar në procesin politik grupet e përshtatshme të interesit,

për shembull shkollat e AFP, punëdhënësit, shoqatat e profesionistëve, sindikatat?

7. Deri në ç’masë janë zbatuar politikat?

INSTITUCIONET DHE ORGANIZATAT

8. Cilat organizata luajnë rol në ofrimin e ZHVP për mësuesit dhe instruktorët e AFP? Çfarë

funksionesh ushtrojnë ato, për shembull, në hartimin e programit, ofrimin, kolaudimin,

rregullimin, akreditimin, vlerësimin e nevojave, financimin, vlerësimin?

9. A kanë këto organizata autoritetin e përshtatshëm, fondet dhe aftësinë për t’i ushtruar

këto funksione?

10. Deri në ç’masë janë të përfaqësuar grupet e përshtatshme të interesit në administrimin

e ZHVP për AFP, përshembull shkollat e AFP, punëdhënësit, shoqatat e profesionistëve,

sindikatat.

11. Si punojnë këto organizata në partneritet me njera-tjetrën?

12. Cilët donatorë ose organizata ndërkombëtare janë të përfshirë direkt në ofrimin e ZHVP?

13. Si mund të përmirësohen rregullimet organizative?

KËSHILLIMI (MENTORIMI) DHE HYRJA NË PUNË

14. Deri në ç’masë është ofruar programi i hyrjes në punë dhe/ose këshillimi për mësuesit e

rinj të AFP? (Në sa shkolla? Për cilët mësues?) ose në mënyrë më të përgjithshme si

pjesë e ofertës së ZHVP për të gjithë mësuesit?

15. Deri në ç’masë është vendosur këshillimi si një detyrim ligjor – specifikoni detyrimin, në

se ka?

16. Çfarë trajnimi dhe/ose vlerësimi ose shpërblime janë në dispozicion për këshilluesit?

AFTËSIA DHE CILËSIA E OFRUESVE

17. Deri në ç’masë institucionet që ofrojnë ZHVP kanë njohuritë dhe kapacitetin për të ofruar

ZHVP që u përgjigjet nevojave specifike profesionale të mësuesve dhe instruktorëve të

AFP, psh. njohuri të përditësuara të praktikës aktuale në industri, aftësi praktike? (Cilat

institucione e kanë dhe cilat jo?)

18. Deri në ç’masë institucionet që ofrojnë ZHVP kanë njohuritë dhe kapacitetin për të ofruar

ZHVP që u përgjigjet nevojave pedagogjike dhe metodologjike të mësuesve të AFP,

psh. duke përdorur punën në grup, duke përdorur TI?

19. Çfarë sistemesh veprojnë për sigurimin e cilësisë dhe/ose akreditimin?

20. A ka ZHVP të përshtatshëm dhe të mjaftueshëm për të rritur aftësinë e trajnerëve që

ofrojnë ZHVP?

OFRIMI I ZHVP NGA AGJENSI TË SPECIALIZUARA

(Intervistat mund të përdoren për të kërkuar të dhëna ose, në se të dhënat disponohen, për

t’i kontrolluar ato)

21. Sa programe të ndryshme ZHVP u ofrohen çdo vit mësuesve të AFP? Sa ditë zgjasin

këto programe?

22. Cilat programe janë ofruar më shpesh vitin e kaluar? Sa here në vit?

23. Ku janë ofruar këto programe?

24. Sa mësues të AFP kanë përfituar nga programet e ZHVP në periudhën e fundit– 2013-

2014? (sa % e numrit të përgjithshëm të punonjësve të AFP?). Numri i përgjithshëm i

ditëve të trajnimit të ofruara për të gjithë mësuesit e AFP?

25. Sa përqind e shkollave të AFP e kanë përfituar këtë ZHVP? (sa shkolla të AFP?)

26. Si krahasohet ofrimi i ZHVP për mësuesit e AFP me atë të mësuesve të kulturës së

përgjithshme?

OFRIMI I ZHVP NË SHKOLLË

27. Deri në çfarë mase punojnë në mënyrë bashkëpunuese mësuesit e AFP, duke hartuar

bashkërisht mësimin, mësimdhënien dhe burimet mësimore?

28. Deri në ç’masë organizojnë dhe ofrojnë ZHVP për stafin e tyre shkollat e AFP, p.sh.

nëpërmjet këshillimit, vëzhgimit, shkëmbimit të përvojës në mes kolegëve, prurjes në

shkollë të trajnerëve?

29. Deri në çfarë mase shkollat përdorin sistematikisht ZHVP për të përmirësuar

mësimdhënien dhe nxënien, për të rinovuar dhe realizuar objektivat e zhvillimit, p.sh.

nëpërmjet planit të zhvillimit të shkollës dhe vlerësimit?

30. A ka procese vetëvlerësimi dhe vlerësimi të jashtëm që kontrollojnë sasinë, cilësinë dhe

ndikimin e zhvillimit profesional që bëhet në shkollë? A kanë efekt këto procese?

31. Cilat organizata punojnë në partneritet me shkollat e AFP për të ofruar një ZHVP që u

përgjigjet nevojave të tyre, p.sh. institute lokale pedagogjike, universitete, biznese,

shkolla të tjera? A funksionojnë mirë këto marrëdhënie?

32. Çfarë u nevojitet shkollave të AFP për të përmirësuar ofrimin e ZHVP brenda shkollës?

(Përpiquni të identifikoni nevojat specifike që synojnë drejt zhvillimit të politikave.)

NEVOJAT PËR ZHVILLIM PROFESIONAL

33. Si çmohen nevojat për zhvillim professional të mësuesve individualë (në se ka)? Kush

përfshihet në përcaktimin e këtyre nevojave dhe nëpërmjet çfarë procesesh, p.sh.

vetëvlerësim, vlerësim nga drejtuesit, etj.?

34. A ka standarde profesionale për mësuesit e AFP (ose për disa kategori mësuesish të

AFP)? A pranohen gjerësisht këto standarde nga mësuesit e AFP dhe ofruesit e ZHVP?

Si përdoren këto standarde?

(Standardet profesionale përdoren ndonjëherë për të hartuar ZHVP ose për të shqyrtuar

nevojat e mësuesve individualë nëpërmjet metodave të individualizuara ose metodave

sistematike)

35. Si vendoset se çfarë ZHVP duhet hartuar dhe ofruar?

36. Si vendoset se çfarëlloj ZHVP duhet të caktohet për mësuesit individualë të AFP?

37. Deri në çfarë mase i përmbush oferta aktuale nevojat aktuale të mësuesve dhe shkollave

të AFP?

FINANCIMI

38. Si ndahen kostot e ZHVP midis mësuesve të AFP si individë, shkollave dhe ofruesve të

ZHVP?

39. Sa mirë funksionojnë mekanizmat e financimit publik dhe atij privat?

40. Çfarë përmirësimesh mund të bëheshin për procesin e financimit?

41. Sa shpenzohet në vit për ZHVP e mësuesve të AFP? Në rang kombëtar? Në një shkollë

të AFP? Për një individ?

42. A ka boshllëk financimi mes asaj që është shpenzuar dhe asaj që kërkohet? Në se po,

sa i madh është ky boshllëk?

VLERËSIMI DHE NJOHJA

43. Çfarë lloj njohjeje ose shpërblimi përfitojnë mësuesit në se kryejnë ZHVP dhe si ndikon

kjo në gadishmërinë e tyre për të marrë pjesë në ZHVP?

44. Si lidhet pjesëmarrja dhe përfundimi i ZHVP me strukturën e karrierës të mësuesve të

AFP?

45. Çfarë i motivon mësuesit dhe instruktorët e AFP për të kryer ZHVP?

46. Cilat janë pengesat kryesore që kufizojnë pjesëmarrjen në ZHVP?

47. Si mund të rritet motivimi i mësuesve dhe instruktorëve të AFP?

48. Sa i plotë është informacioni mbi ZHVP për mësuesit dhe instruktorët e AFP në nivel

kombëtar dhe atë shkollor? Si shfrytëzohet ky informacion?

TRAJNIMI I TRAJNERËVE TË KOMPANIVE

49. A ka pohime politikash lidhur me trajnimin e trajnerëve që punojnë në firma, për

shembull, në legjislacion apo dokumenta diskutimi ose planifikimi?

50. A ka agjenci publikeqë kanë përgjegjësi për të mbështetur trajnimin e trajnerëve që

punojnë në firma ose qendra trajnimi? A ka ndonjë partneritet mes organizatave publike

dhe private për të mbështetur trajnimin e trajnerëve?

51. A ka organizata të sektorit privat, për shembull organizata sektoriale ose dhoma të

industrisë, që organizojnë ose rregullojnë trajnimin për trajnerët e kompanive? A ka

forma të tjera bashkëpunimi midis kompanive për të mbështetur trajnimin e trajnerëve?

52. A është trajnimi i trajnerëve kërkesë për licensimin ose rilicensimin në ndonjë sektor?

53. Çfarë trajnim i vazhdueshëm është i disponueshëm për trajnerët që punojnë në

kompanitë publike ose private?

54. Çfarë trajnim i vazhdueshëm është i disponueshëm për trajnerët që punojnë në qendra

trajnimi?

55. Çfarë trajnimi i vazhdueshëm është i disponueshëm për trajnerët (ose “mjeshtrat” ose

“këshilluesit”) që punojnë me praktikantë (çirakë)?

56. Cilat organizata janë të përfshira në ofrimin e trajnimeve të tilla, për shembull, organizata

të specializuara trajnimi, trajnerë me përvojë brenda kompanive, firma shitëse

(p.sh.Microsoft), shkolla të AFP, agjenci ndërkombëtare zhvillimi?

57. A ka financim publik ose mbështetje për trajnimin e trajnerëve që punojnë në sektorin

privat?

58. A ka ndonjë mekanizëm financimi kolektiv për trajnimin e trajnerëve të kompanive, për

shembull nëpërmjet tarifave (taksave kontribuese) për trajnimin?

59. Deri në ç’masë paguajnë kompanitë për trajnimin e trajnerëve të tyre?

60. A ka standard (ose profile) kompetencash për trajnerët apo kualifikimet? Si përdoren

ato?

Të tjera çështje të ngritura (apo kërkesa për informim ose ndjekje të mëtejshme apo

kontakte të tjera të sugjeruara):

Referenca për dokumenta ose literaturë (në se ka):

Çështjet më kryesore të ngritura (me pika):

Annex 3

LITERATURE REVIEW ALBANIA

Name of Reference Key Words Type of Document

Summary

Law Nr. 8872, dated 29.3.2002, amended by laws No. 10 011, dated 30.10.2008, No. 10434, dated 23.6.2011, No. 63/2014, dated 26.6.2014

http://www.vet.al/files/ligje%20etj/Lligji%20i%20arsimit%20profesional%20i%20azhornuar%20(1.pdf http://www.parlament.al/web/pub/ligj_nr_63_dt_26_6_2014_18455_1.pdf

Vocational Education and Training in Albania

Law Articles 17, 22 and 23: VET staff and the responsibilities of respective ministries regarding the general criteria and procedures for recruitment of teaching staff as well as for its qualification and certification.

Law No. 69/2012

http://www.arsimi.gov.al/files/userfiles/arkiva/dok-0029.pdf http://www.phzh.ch/Documents/ipe.phzh.ch/Projekte/Laenderubergreifende%20Projekte/NEZI%20Netzwerk%20Albanischer%20Sprachraum/4_Nezi%20Konferenz%202/LAPU-NR.69-2012-english.pdf

Pre-university education system in Albania

Law Article 58: - Educational institution plans the

professional development of teachers, according to their needs and in accordance with the educational policy in central, local and institutional level.

- The forms of professional development are: internal professional development, training activities, professional networking, consultations, short and long-term courses.

- Teachers and principals are trained at least 3 days per year.

- Trainings are held according to the system "request -offer" based on the requirements of the educational institutions and offers from training agencies that may be public or private. Training programs are accredited by the Ministry.

- The local educational units organize the continuous professional development of teachers in collaboration with training agencies, accredited training programs, selected by open competition, according to the procedures provided in the instruction of Minister.

- Financial resources for training are the personal contribution of teachers, state budget, non-profit organizations projects, the foundations, national and international institutions and other legal sources.

National Employment and Skills Strategy (NESS) 2014-2020 – Action Plan

http://www.sociale.gov.al/files/documents_files/Strategjia_per_Punesim_dhe_Aftesim_2014-2020.pdf http://www.ipa-hrd.al/Komponenti3/11-Strategjia/NESS-en-8-1-15.pdf

Enhancing recruitment and improving competences of VET teachers and teacher trainers. Definition of a new policy for recruitment and professional development of VET teachers and instructors to ensure quality of teaching and learning, review of the VET teachers preparation model. Organisation and delivering of massive training for all VET teachers (in-service). Organisation and delivering of training for managers of public VET human resources (regional managers, directors, Board members, VET inspectors).

Strategy document

B5: Enhancing recruitment and improving competences of VET teachers and teacher trainers (incl. pre-service training and continuous professional development), actors in charge of regional management, school or centre directors/managers.

B5.1. Definition of a new policy for recruitment and professional development of VET teachers and instructors to ensure quality of teaching and learning. a. Study of human resources and

teaching staff for each publicprovider, as referred inprovisions on educationalnorms, general teachers'standards, etc.

b. Design of a policy paperregarding pre-service andcontinuous training, assessmentand certification of VET teachersand instructors.

c. Design of organics for each VETprovider according to new staffneeds.

B5.2. Assessment of competences of VET teachers in VET institutions and carrying out of an analysis of the demand for VET teachers and instructors, nationwide and by profile. a. Design and adoption of a

national plan forselection/recruitment anddevelopment of VET teachersand instructors/specialists with aprojection for the next 5-10 year,also reflecting the redistributionof VETproviders and offers.

b. Promotion of competence/merit-based career development offemale and male VETprofessionals.

B5.3. Review of the VET teachers preparation model. a. Development of VET teacher

pre-service programme. b. Implementation of a pre-service

training at the system level.

c. Organisation of a VET instructorpost/secondary programme andtraining delivery to the currentteachers in pedagogicalelements.

d. Design of the legal and by-legalbasis for integration ofvocational teacher's professionin VET schools in the list ofregulatedprofessions/occupations.

e. Preparation/development of theQuestion Bank for the StateExam.

B5.4. Induction of training for all potential VET teachers that includes obligatory modules on gender equality and social inclusion/diversity issues. a. Defining approach and

methodology for includinggender equality and socialinclusion/diversity issues.

b. Development of module andmaterials.

c. Integration of gender equalityand social inclusion/diversityissues and module in potentialVET teachers' trainingcurriculum.

d. Identification of trainers fordelivering training modules ongender equality and socialinclusion/diversity issues forteachers.

e. Establishment of anaccreditation mechanism forVET gender trainers deliveringteachers' training.

B5.5. Organisation and delivering of massive training for all VET teachers (in-service), including obligatory capacity development on gender equality and social inclusion/diversity issues. a. Gender-sensitive training needs

analysis.b. Definition of the annual plan to

organise VET teacher trainingand fund allocation.

c. List of available training modulesrecorded in a database.

d. Establishment of networks ofteachers in the sameoccupational field (communitiesof practice).

e. Publication of online teachermaterials for self-learning.

f. Designing of modules on genderequality and diversity knowledgeskills as integral part of VETteacher training materials.

B5.6. Organisation and delivering of training for managers of public VET human resources (regional managers, directors, Board members, VET inspectors). a. Identification of training needs.b. Development of training

programs and relevantmaterials.

c. Creation and continuousupdating of a database ofaccredited trainers and trainingmodules, including those ongender, inclusion, and diversitymanagement.

d. Institutionalising the pool of VETgender trainers.

e. Establishment of a network ofdirectors of VET institutionsfacilitating exchange ofinformation, learning from bestpractice and solving problems.

Concept Paper, developed and presented by GIZ, March 2015

In-Service Training Programme for VET Teachers and Instructors in Albania

Concept paper This concept paper is addressed to the MoSWY and presents a concept and model for planning, implementing and institutionalising an in-service training programme for VET teachers/instructors of all public VET providers in Albania. After providing some background information, the paper elaborates on a. the concept of continuous

professional development;b. (ii) challenges for professional

development in the VET sector inAlbania;

c. previous and current VET teachertraining initiatives;

d. current responsibilities forprofessional development andexpected changes;

e. overview of the suggested in-service VET teacher programmeincluding objectives and targetgroup;

f. institutional, operational and legal arrangements;

g. content of training;h. cost estimate and funding; (ix)

work plan; and (x) deliverables.i. work planj. deliverables.

Baseline Survey by MoSWY/GIZ/ETF, June 2014

http://www.sociale.gov.al/files/documents_files/ALB-Report-Survey-Public-VET-

Baseline Survey of Public VET providers in Albania

Study The survey covered 52 public VET institutions, including 42 Vocational Secondary Schools (VSSs) and 10 Vocational Training Centres (VTCs). The baseline study was implemented between December 2013 and March 2014 across all the 12 regions of Albania.

Provider_20_06_14_FINAL.pdf

The objectives set for this baseline study were:

• To contribute to an informeddecision-making with regard tothe planned transfer of publicVSSs to the MoSWY.

• To prepare decision-makingregarding the future cooperationand, if applicable, future jointmanagement of selected publicVSSs and VTCs.

• To provide comprehensivebackground information aboutpublic VSSs and VTCs, whichallow for the planning of theirfuture development

• To build competence in the fieldof methodology, planning andimplementation of assessing thequality of VET providers andundertaking evaluations in theVET sector of a similar type in the future.

Regarding the staffing and staff development, both quality and quantity of managerial and teaching staff are major concerns of the VET system. Most teachers teach in a VET profile that globally corresponds to their education (73% fit and 11% partly fit). For instructors the degree of compatibility of subjects taught and education is lower (60% fit and 12% partly fit). There is a high proportion of female teachers in general subjects (67%) and vocational subjects (64%). The number of VET teachers/instructors available for teaching vocational subjects varies considerably from VET provider to VET provider. However, overall the capacity of managerial and teaching staff is considered as insufficient. There is a clear indication that there is a shortage of qualified VET teachers/instructors, which hampers the delivery of qualitative vocational theory and practice. Especially for the public VET providers it is very difficult to attract and retain an adequate number of VET teachers/instructors, due to the unattractive working conditions in the VET system. Industrial Work-Based Experience of the majority of Vocational Teachers is out-dated. Many teachers and instructors in the technical vocations have a long experience coming from the previous state-owned factories but

they are lacking behind with the recent technological and industrial developments. Instructors are slightly advantaged in this regard since many are currently working in the private industry. Whereas, vocational teachers in the services trades barely have any industrial experience, due to the relatively newly established directions/profiles. New VET teachers/instructors often hired directly after graduation from engineering or business faculties are not equipped with the appropriate practical and pedagogical skills. Particularly new and younger VET teachers have had no pedagogical training at all. Recommendation 8 of this study is related to capacity development of managerial and teaching VET staff: Develop and implement a National Human Resource Development plan for all managerial and teaching VET staff.

Order No. 343, dated 19.8.2013 (MoE), amended by Order No. 169, dated 8.5.2014 (MoE)

http://www.arsimi.gov.al/files/userfiles/parauniversitar/dispozitat-normative.pdf

Normative Provisions for pre-university education system

Guideline of MoE

Article 58: Professional development of teachers 1. The school director is

responsible for:a. design and implementation

of the annual plan of internalprofessional development inthe institution;

b. creating facilities for teachertraining at least three daysin a school year.

2. Director promotes and monitorsthe participation of teachers inprofessional networks.

3. The director organizes:a. dissemination of the

experiences of teachers whohave participated in thetraining three days a year toother teachers;

b. professional help of moreexperienced teachers toyounger teachers.

Article 69: The teacher has the right to have opportunities for continuing professional development.

Guideline of MoE 2015 Professional development program for teachers of vocational education for 2015

Guideline Content of the program: - Official general and specific

documents for vocational education.

- School documentation. - Aspects of pedagogy and

methodology in teaching-learning.

- Specific didactic and psycho-pedagogical knowledge in vocational education.

- Guiding principles of learning. - Use of pedagogic media. - Planning teaching process in

vocational education. - Evaluation of students in

vocational education. - Implementation of the rules of

ethics and communication as essential elements in the work of teachers.

- Aspects of Albanian language orthography.

Guideline of MoE 2014 Professional development program for teachers of vocational education for 2014

Guideline Content of the program: - Official general and specific

documents for vocational education

- School documentation - Aspects of pedagogy and

methodology in teaching-learning

- Guiding principles of learning - Pedagogic media - Planning teaching process in

vocational education - Evaluation of students in

vocational education - Aspects of ethics and

communication - Aspects of Albanian language

orthography.

Guideline of MoE No. 26, dated 15.8.2014

http://www.arsimi.gov.al/files/userfiles/parauniversitar/ZHPPA/Udhezimi_per_Zhvillim_Profesional.pdf

Professional development for teachers

Guideline Summary: - forms of professional

development for teachers; - types of training; - identifying professional

development needs; - the accreditation commission for

training programs/modules; - application of training agencies; - evaluation of modules; - accreditation of training

programs/modules; - development of training and

testing; - monitoring and evaluation of

training by accredited training agencies;

- professional networks;

- consultations and other aspects of professional development.

Guideline of MoE No. 2, dated 5.2.2014

http://www.arsimi.gov.al/files/userfiles/udhezimeurdhera/Udhezimi_per_kualifikimin_e_mesuesve_2014.pdf

Criteria and procedures for teacher qualification

Guideline Content: - Criteria for teacher qualification - The qualification process - The tasks of the institutions for

the progress of the qualification process

- Candidate Portfolio and its evaluation

- Qualification exams - Financial aspects

Guideline No. 5 dated 25.02.2013 of Minister of Education

https://app.box.com/s/vjejjapq4e1d09sw52vk

General standards of teachers

Guideline The standard “Professional development” The teacher: - Constantly reflects on his

teaching practices; - collaborates regularly with

colleagues within or outside the educational institution, with specialists, parents and students, to improve his teaching practices;

- designs and implements his plan of professional development to improve students' achievements;

- explores regularly the professional literature from various sources, including electronic ones, in the Albanian language and in foreign languages.

DCM No. 321, dated 21.4.2011

www.vet.al/files/ligje%20etj/VKM%20Nr%20321.docx

Establishment of National Agency for VET and Qualifications (NAVETQ)

Decision of Council of Ministers

One of the main functions of NAVETQ is setting standards for initial and continuing training of the VET teaching staff.

Policy proposal, developed and presented by CARDS Programme, July 2007

Policy Proposal on Pre-service and In-service VET Teacher/Instructor Training

Policy paper Summary: The purpose of this Policy Paper is addressing VET teacher/instructor training: indicating the existing problems in the Albanian VET teacher training system (pre-and in-service training), and where exactly changes should take place. It also wishes to outline the objectives of the proposed teacher/instructor training system, specify anticipated outcomes, and identify its beneficiaries. This approach is reflected in the structure of the Policy Paper:

Description of the current VETteacher training system;

Objectives of the new pre-andin-service training system;

Proposal on organisation ofpre- and in-service training;

Financing;

Anticipated outcomes of thenew VET teacher/instructor education system;

Indicators of success.

Report prepared by Alqi Mustafai & Maksim Konini, Conducted in Albania, January – April 2002 All the activities conducted in the context of the study, were based in the Grant Agreement Document (GRT/01/ETF/0066) between the ETF, Turin, Italy and the Ministry of Labour and Social Affairs (MLSA), Albania

Needs Analysis of VET Teachers/Instructors in Albania. The definition of training needs of specialist teachers and practical instructors of VET institutions in Albania and the conceptualisation of an effective and efficient in-service training and the respective training program.

Report The study is focused on the definition of training needs of specialist teachers and practical instructors of Secondary Vocational Schools and Adult Vocational Training Centres in Albania. The main purpose was: To provide a clear picture of Albanian VET teachers/instructors situation and a structured categorisation of their training needs, as the basis for conceptualisation of an effective and efficient in-service training and the respective training program. The need analysis started with a survey on what is done before in this field and what is recommended by the international experience. A professional profile of an “optimal” teacher/instructor in VET sector is developed, respecting the Albanian context. Then, with the help of structured questionnaires, interviews, discussions, visits to schools, materials scrutiny and other investigating mechanisms, a considerable amount of qualitative and quantitative data is collected and elaborated, defining the professional profile of the “real” teacher/instructor in the Albanian VET sector. Teaching staff is categorised in respect to their professional characteristics. Based in the difference between “optimal” and “real” professional competencies, training needs are defined for each particular category of teachers/instructors in the VET Sector in Albania. Main outputs of the study A better view on the status and

situation of VETteachers/instructors in Albania.

A clear description of trainingneeds for each category of VETteachers/instructors in Albania.

Statistical data about thesituation of VETteachers/instructors in Albania.

A tested modular frame for VETteachers/instructors trainingprogram.

An increased capacity ofAlbanian actors for training VETteachers/instructors.

An increased awareness andreadiness of authorities and

stakeholders towards the introduction of an in-service training system for VET teachers/instructors in Albania.

Concept note Developed by Pajtim Bejtja, Hektor Veshi, Alqi Mustafai (Institute for Pedagogical Studies), Tirana, May 1997

CPD for VET teachers and instructors in Albania

Document Content: 1. Analysis of the current situation

of the qualification of VETteachers and instructors inAlbania.a. the special legal framework

and funding;b. structures and functions;c. content and forms of

organization;d. assessment, certification,

awards;e. assessing the current

situation.2. The proposed system of further

qualification of VET teachersand instructors.a. general considerations;b. structures and functions;c. content and forms of

organization;d. assessment, certification,

awards;e. funding;f. changes in the legal

framework.3. Further qualification of teachers

and instructors at pilot schoolssupported by GTZ (Germany).a. Economic school Tiranab. Electric school Shkodrac. Agriculture school Golem.

MoSWY/MoES, Guideline, draft (developed by experts group supported by ETF/ILO/GIZ) December 2014

Criteria and Procedures for Qualification and Certification of Teaching Personnel in VET

Guideline Summary:

Qualification of the teaching

personnel in VET institutions

with a degree in teaching

(teachers for general subjects).

Qualification of teaching

personnel for professional

subjects in VET institutions

with a higher education degree

(engineers, economists, etc.).

Qualification of teaching

personnel in VET institutions

without a higher education

degree (instructors…)

Organisation of the exams,

assessment and certification.

Financial aspects.

Annex 4

LIST OF PUBLIC VOCATIONAL SCHOOLS IN ALBANIA

Nr. Name of the school Location Region Number of

students

(2014/15)

Offered courses

1. Agribusiness school Trush

Shkodër

63 agribusiness

2. “Arben Broci” Shkodër 357 mechanics service for vehicles electro-technique ICT

3. “Kolë Idromeno” Shkodër 104 constructing technician plumbing

4. “Kolë Margjini” Shkodër 108 forestry wood processing

5. “Zija Buliqi” Shkodër 77 veterinary

6. “Hamdi Bushati” Shkodër 449 economy tourism textiles food processing

7. “Ndre Mjeda” Bushat 117 veterinary agrifood technology agriculture agricultural economy

8. “Havzi Nela” Kukës

Kukës

113 mechanics electro-technique wood processing business economy

9. “Kolin Gjoka” Lezhë

Lezhë

403 hoteliery/tourism health social service ICT business economy

10. Industrial school Rubik 118 mechanics electro-technique plumbing ICT

11. “Nazmi Rushiti” Peshkopi

Dibër

391 economy ICT mechanics wood processing electro-technique

12. “Beqir Çela” Durrës

Durrës

1249 plumbing auto-mechanic electro-mechanic ICT

13. “Hysen Çela” Durrës 742 hoteliery/tourism food processing textiles business economy fishing

14. “26 Marsi” Kavajë

Tiranë

179 fine arts ICT mechanics plumbing

15. Agribusiness school Golem 160 agriculture agribusiness tourism

16. “Karl Gega” Tiranë 897 construction wood processing mechanics plumbing auto-mechanic geodesy textiles

17. Economic school Tiranë 899 business economy office administration

18. “Gjergj Canco” Tiranë 956 electronics electrics telecommunication ICT

19. Hotel and Tourism

school

Tiranë 1014 hoteliery/tourism food processing

20. Vocational school Kamza 1205 ICT health social service service for vehicles hoteliery/tourism agriculture

21. “Ali Myftiu” Elbasan

Elbasan

767 electrics auto-mechanic economy

22. “Salih Çeka” Elbasan 493 hoteliery/tourism food processing textiles ICT plumbing construction wood processing

23. “Mihal Shahini” Cërrik 112 agriculture agribusiness

24. “Halit Bërzeshta” Librazhd 88 service for vehicles

25. “Rakip Kryeziu” Fier

Fier

400 mechanics service for vehicles electro-technique plumbing health social service agriculture veterinary

26. “Petro Sota” Fier 649 service for vehicles electro-technique ICT

27. Vocational school Lushnje 525 mechanics service for vehicles electro-technique plumbing ICT economy

28. “Kristo Isak” Berat 244 business economy agribusiness

Berat

hoteliery/tourism

29. “Stiliano Bandilli” Berat 302 service for vehicles electro-technique plumbing carpentry ICT

30. “Myrteza Kepi” Kuçovë 102 service for vehicles electrics

31. Vocational school Poliçan 81 electrics mechanics

32. “Demir Progri” Korçë

Korçë

372 mechanics service for vehicles electro-technique electronics

33. “Fan Noli” Korçë 261 ICT

34. Construction school Korçë 206 construction plumbing wood processing geodesy

35. “Isuf Gjata” Korçë 614 business economy office administration textiles hoteliery/tourism economy

36. “Irakli Tërova” Korçë 285 agribusiness agriculture

37. “Qemal Bazelli” Çërravë 82 agriculture

38. “Enver Qiraxhi” Pogradec 127 mechanics electro-technique hoteliery/tourism economy

39. School of Commerce Vlorë

Vlorë

153 hoteliery/tourism business economy

40. “Pavarësia” Vlorë 671 service for vehicles mechanics plumbing electro-technique food processing ICT

41. “Antony Athanas” Sarandë 258 hoteliery/tourism economy ICT

42. “Thoma Papapano” Gjirokastër

Gjirokastër

165 service for vehicles electro-technique plumbing ICT

Annex 5

LIST OF 20 PUBLIC VOCATIONAL SCHOOLS PRE-SELECTED FOR

THE INTERVIEWS

Nr. Name of the school

Location Region Number of students

Number of teachers for professional subjects and practical work

1. “Arben Broci” Shkodër

Shkodër

357 15

2. “Kolë Margjini” Shkodër 108 10

3. “Hamdi Bushati” Shkodër 449 13

4. “Kolin Gjoka” Lezhë Lezhë 403 12

5. “Beqir Çela” Durrës

Durrës

1249 38

6. “Hysen Çela” Durrës 742 17

7. “Karl Gega” Tiranë

Tiranë

897 27

8. Economic school Tiranë 899 25

9. “Gjergj Canco” Tiranë 956 25

10. Hotel and Tourism school

Tiranë 1014 29

11. Vocational school Kamza 1205 33

12. “Ali Myftiu” Elbasan

Elbasan

767 22

13. “Salih Çeka” Elbasan 493 15

14. “Rakip Kryeziu” Fier

Fier

400 20

15. Vocational school Lushnje 525 17

16. “Kristo Isak” Berat 244 5

17. “Demir Progri” Korçë Korçë

372 16

18. “Isuf Gjata” Korçë 614 15

19. “Irakli Tërova” Korçë 285 9

20. “Pavarësia” Vlorë Vlorë

671 25

TOTAL 388

LIST OF 12 SELECTED SCHOOLS FOR THE INTERVIEWS

Nr. Name of the school Location Region Number of students

Number of teachers for professional subjects and practical work

1. “Arben Broci” Shkodër Shkodër

357 15

2. “Beqir Çela” Durrës Durrës 1249 38

3. Economic school Tiranë

Tiranë

899 25

4. Hotel and Tourism school

Tiranë 1014 29

5. Vocational school Kamza 1205 33

6. “Ali Myftiu” Elbasan Elbasan 767 22

7. Vocational school Lushnje Fier

525 17

8. “Demir Progri” Korçë Korçë 372 16

9. “Isuf Gjata” Korçë 614 15

10. “Pavarësia” Vlorë Vlorë

671 25

11. “Rakip Kryeziu” Fier Fier 400 20

12. “Antony Athanas” Saranda Vlorë

258 7

TOTAL 262

Female 60.8% 138

Male 39.2% 89

Total 227

I am a teacher 71.1% 162

I am a coordinator of practice or an instructor or an organiserof practical education

24.6% 56

I am a head teacher or principal 1.3% 3

I am a workshop or laboratory technician 3.1% 7

Total 228

Shkodër 6.1% 14

Durrës 14.0% 32

Tiranë 34.2% 78

Elbasan 7.5% 17

Fier 13.6% 31

Korçë 11.0% 25

Vlorë 13.6% 31

Total 228

Annex 6

1.Are you female or male?

2. Which of the following terms best describes your role in school?

3. Which region or province do you work in (ALB)?

1

agriculture, veterinary, forestry, fishing 5.3% 12

construction (e.g. brick laying, plumbing, roofing, carpentry) 3.1% 7

engineering (electrical, mechanical, automobile, civilconstruction, chemical, geodesy)

48.7% 111

manufacturing, production, processing (food, textiles,leather, wood)

8.3% 19

hospitality, tourism, catering, travel, 14.9% 34

business, retail, law, economy, management, administration 16.7% 38

information technology 8.3% 19

health-related (including medicine), social protection 3.1% 7

craftwork, fashion, art, design, film, media and creative 0.9% 2

general subjects, e.g. languages and mathematics, science,social science

0.9% 2

Total 228

Full-time (more than 90% of full-time hours) 98.7% 225

Part-time (50% - 90% full-time hours) 0.4% 1

Part-time (less than 50% of full-time hours) 0.9% 2

Total 228

4. Which of the following broad vocational sectors does your main teaching specialism relate to:If you divide your time between two different specialisms then select two options.

5. What is your current employment status as a teacher?Please consider your employment status for all of your current teaching jobs combined.Please mark one choice.

2

I am formally qualified as teacher 64.4% 145

I am doing teaching practice that leads to formal qualificationas a teacher

6.7% 15

I am not formally qualified as a teacher and not undergoingany teaching practice

4.0% 9

I am formally qualified to work as an instructor or coordinatorof practice

21.8% 49

I am not formally qualified to work as an instructor orcoordinator of practice

2.2% 5

Other 0.9% 2

Total 225

Upper secondary education 16.7% 38

Post-secondary, non-tertiary education 2.6% 6

Short-cycle tertiary education 2.2% 5

Bachelor or equivalent 51.1% 116

Master or equivalent 26.9% 61

Doctoral or equivalent 0.4% 1

Total 227

Yes 59.5% 135

No 40.5% 92

Total 227

6. Are you formally qualified as a teacher or as an instructor or coordinator of practice?Here we understand ‘qualified’ to mean that you are officially licensed which means that you have passed any tests orexams and completed any necessary internship or probation

7. What is the highest level of formal education you have completed?Please mark one choice

8. Did you complete an initial educational or training programme that prepares you to be a teacher or instructor?This programme may have been part of your higher education degree or it may have been a separate programme.Please mark one choice.

3

Permanent employment (an on-going contract with no fixedend-point before the age of retirement)

88.1% 200

Fixed-term contract for a period of more than 1 school year 6.2% 14

Fixed-term contract for a period of 1 school year or less 5.7% 13

Total 227

Yes 55.2% 106

No 44.8% 86

Total 192

Yes 12.9% 22

No 87.1% 148

Total 170

Yes, for all thesubject(s) I teach

Yes, for some of thesubject(s) I teach No Responses

Content of the subject(s) I teach 18380.3%

3414.9%

114.8%

228

Pedagogy (or Didactics) of the subject(s) I teach 2511.0%

219.3%

18179.7%

227

Classroom practice (practicum, internship or studentteaching) in the subject(s) I teach

208.8%

146.2%

19385.0%

227

9. Were the following elements included as part of your formal education or training?This question concerns your initial education and it does not concern in-service training or continuing professionaldevelopment. Please mark one choice in each row.

10. What is your employment status as a teacher at this school?Please mark one choice or ignore if you do not wish to answer

11. I am a member of a trade union.Please mark one choice or ignore if you do not wish to answer

12. I am a member of a professional association for teachersPlease mark one choice or ignore if you do not wish to answer

4

Yes No Responses

I took/take part in an induction programme 3013.2%

19786.8%

227

I took/take part in informal induction activities not part of an induction programme 4720.9%

17879.1%

225

I took/take part in a general and/or administrative introduction to the school 7834.8%

14665.2%

224

Yes No Responses

I presently have an assigned mentor to support me. 219.3%

20690.7%

227

I have served as an assigned mentor of teachers for one month or longer 229.8%

20390.2%

225

I have received training to support my work as a mentor of teachers 3515.5%

19184.5%

226

Notrainingon thistopic

Training hadno positiveimpact

Smallpositiveimpact

Moderatepositiveimpact

Largepositiveimpact

Don’tknow Responses

Knowledge and understanding in mysubject field (s)

13760.1%

62.6%

73.1%

3414.9%

3515.4%

93.9%

228

Pedagogical competences in teaching mysubject field(s), including giving feedbackto learners

11450.0%

31.3%

156.6%

4620.2%

4218.4%

83.5%

228

Knowledge of the curriculum 10646.5%

10.4%

135.7%

4620.2%

5725.0%

52.2%

228

Student evaluation and assessmentpractices

10244.7%

41.8%

125.3%

3917.1%

6528.5%

62.6%

228

ICT (information and communicationtechnology) skills for teaching

11249.1%

10.4%

177.5%

4620.2%

4218.4%

104.4%

228

13. In your first regular employment as a teacher, did/do you take part in any induction programme?An ‘induction programme’ is defined as a range of structured activities to support your introduction into the teachingprofession, for example peer work with other new teachers, mentoring by experienced teachers, etc.Please mark one choice in each of the following questions:

14. What is your experience of mentoring?This question refers to mentoring by or for teachers at your school. It does not refer to students within teachereducation who are practising as teachers at school.Please mark one choice in each row.

15. Did the professional development activities you participated in during the last 12 months cover the followingtopics? If so, what positive impact did these have on your teaching?Select one box for each of the following training topics.

5

Student behaviour and classroommanagement

11349.6%

00.0%

135.7%

4620.2%

5323.2%

31.3%

228

Approaches to individualised learning 12554.8%

31.3%

125.3%

4118.0%

4017.5%

73.1%

228

Teaching students with special needs 14463.2%

52.2%

125.3%

2912.7%

3013.2%

83.5%

228

Teaching in a multicultural or multilingualsetting

15266.7%

20.9%

156.6%

2711.8%

198.3%

135.7%

228

Teaching cross-curricular skills (e.g.problem solving, learning-to-learn

12856.1%

31.3%

93.9%

4318.9%

3414.9%

114.8%

228

Approaches to developing cross-occupational competencies for futurework (e.g. enterprise skills)

13760.1%

41.8%

187.9%

3716.2%

2511.0%

73.1%

228

New technologies in the workplace 14262.3%

20.9%

187.9%

2511.0%

3414.9%

73.1%

228

Student career guidance and counselling 13961.2%

20.9%

198.4%

2611.5%

3314.5%

83.5%

227

Updating my professional knowledge andskills in relation to current practice in theworkplace.

12655.3%

10.4%

62.6%

3615.8%

5423.7%

52.2%

228

Notrainingon thistopic

Training hadno positiveimpact

Smallpositiveimpact

Moderatepositiveimpact

Largepositiveimpact

Don’tknow Responses

Yes No Responses

I received scheduled time for activities that took place during regular working hours at the school 10947.8%

11952.2%

228

I received a salary supplement for activities outside working hours 41.8%

22398.2%

227

I received non-monetary support for activities outside working hours (reduced teaching, days off, studyleave, etc.).

229.7%

20590.3%

227

16. For the professional development in which you participated in the last 12 months, did you receive any of thefollowing support?Please mark one choice in each row.

6

Never Sometimes Often Responses

Professional development takes the form of events lasting less than one day 9341.0%

8738.3%

4720.7%

227

Professional development takes the form of events lasting one or two days 8838.8%

10144.5%

3816.7%

227

Professional development takes the form of events lasting continuously for three days ormore

14262.6%

6026.4%

2511.0%

227

Professional development takes the form of multiple events spread out over severalmonths but focusing on the same topic

15869.6%

3917.2%

3013.2%

227

Not in anyactivities

Yes, in someactivities

Yes, in mostactivities

Yes, in allactivities Responses

A group of colleagues from my school 9441.4%

8336.6%

3615.9%

146.2%

227

Opportunities for active learning methods (notonly listening to a lecturer)

13358.6%

6729.5%

187.9%

94.0%

227

Collaborative learning activities or research withother teachers

14965.9%

6227.4%

135.8%

20.9%

226

New technologies, including informationtechnology

12555.1%

6930.4%

2812.3%

52.2%

227

17. How is your professional development organised?

18. Considering the professional development activities you took part in during the last 12 months, to what extent havethey included the following?Please mark one choice in each row.

7

No need atpresent

Low levelof need

Moderatelevel of need

High levelof need Responses

Knowledge and understanding in my subject field (s) 9441.2%

4620.2%

6026.3%

2812.3%

228

Pedagogical competencies in teaching my subject field(s),including giving feedback to learners

4419.3%

5021.9%

9642.1%

3816.7%

228

Knowledge of the curriculum 7733.9%

5423.8%

6026.4%

3615.9%

227

Student evaluation and assessment practices 7532.9%

6528.5%

5725.0%

3113.6%

228

ICT (information and communication technology) skills forteaching

5222.8%

4821.1%

7934.6%

4921.5%

228

Student behaviour and classroom management 7633.3%

6428.1%

6126.8%

2711.8%

228

Approaches to individualised learning 6729.4%

6126.8%

7030.7%

3013.2%

228

Teaching students with special needs 3615.8%

5222.8%

6930.3%

7131.1%

228

Teaching in a multicultural or multilingual setting 5122.4%

4017.5%

6428.1%

7332.0%

228

Teaching cross-curricular skills (e.g. problem solving,learning-to-learn)

4318.9%

6327.6%

8637.7%

3615.8%

228

Approaches to developing cross-occupational competenciesfor future work (e.g. enterprise skills)

4017.5%

5825.4%

7231.6%

5825.4%

228

New technologies in the workplace 187.9%

3314.5%

8537.3%

9240.4%

228

Student career guidance and counselling 3214.0%

7131.1%

7231.6%

5323.2%

228

Updating my professional knowledge and skills in relation tocurrent practice in the workplace.

4318.9%

4519.7%

8035.1%

6026.3%

228

19. For each of the areas listed below, please indicate the degree to which you currently need professionaldevelopment.Please mark one choice in each row.

8

Iagree

Idisagree

Idon'tknow Responses

It is mainly my responsibility to identify my own professional development needs and to findsuitable training

17375.9%

2912.7%

2611.4%

228

My school (employer) helps me to identify my professional development needs and to findsuitable training

16170.6%

3615.8%

3113.6%

228

There is a well-defined process for assessing my training needs and then providing suitabletraining, for example, through an annual professional development plan

11450.0%

3113.6%

8336.4%

228

Stronglydisagree Disagree Agree

Stronglyagree Responses

I do not have the pre-requisites (e.g. qualifications, experience,seniority)

14363.3%

5223.0%

208.8%

114.9%

226

Professional development is too expensive / unaffordable. 3816.8%

6528.8%

8437.2%

3917.3%

226

There is a lack of support from my employer (school) 7834.7%

9743.1%

2812.4%

229.8%

225

Professional development conflicts with my work schedule 11049.1%

9241.1%

229.8%

00.0%

224

I do not have time because of family or personal responsibilities 12153.8%

8638.2%

177.6%

10.4%

225

There is no relevant professional development offered 4720.8%

6327.9%

8738.5%

2912.8%

226

There are no incentives for participating in such activities 3214.1%

4620.3%

9943.6%

5022.0%

227

20. Whose responsibility is it to identify your professional development needs and to find suitable training?

21. How strongly do you agree or disagree that the following present barriers to your participation in professionaldevelopment?Please mark one choice in each row.

9

Externalindividualsor bodies

Schoolprincipal orschoolmanagers

Assignedmentor

Otherteachers

I have neverreceived thisfeedback in thisschool Responses

Feedback following direct observation ofyour classroom teaching

41.8%

19786.8%

41.8%

104.4%

177.5%

227

Feedback from student surveys aboutyour teaching

219.3%

9943.6%

83.5%

3314.5%

6629.1%

227

Feedback following an assessment ofyour content knowledge

146.2%

11450.2%

62.6%

2410.6%

7131.3%

227

Feedback following an analysis of yourstudents’ test scores

52.2%

13860.8%

73.1%

229.7%

5524.2%

227

Feedback following self- assessment ofyour work (e.g. you present of a portfolioof your planning work)

94.0%

11349.8%

104.4%

3113.7%

6428.2%

227

Feedback following surveys ordiscussions with parents or guardians

208.8%

9642.3%

41.8%

2611.5%

8437.0%

227

22. In this school, who uses the following methods to provide feedback to you?‘External individuals or bodies’ as used below refer to, for example, inspectors, municipality representatives, or otherpersons from outside the school.Please mark as many choices as appropriate in each row.

10

Nopositivechange

A smallchange

Amoderatechange

A largechange

Don’tknow Responses

Your public recognition from the principal and/or yourcolleagues

125.6%

3616.7%

8037.0%

5625.9%

3214.8%

216

Your role in school development initiatives (e.g. curriculumdevelopment group, development of school objectives)

125.6%

3817.7%

8439.1%

4018.6%

4119.1%

215

Likelihood of your career advancement (e.g. promotion) 2913.5%

3616.7%

6831.6%

5525.6%

2712.6%

215

The amount or type of professional development (in-servicetraining) you undertake

2210.3%

4922.9%

7836.4%

4320.1%

2210.3%

214

Your job responsibilities at this school 209.3%

219.8%

7032.6%

8740.5%

177.9%

215

Your confidence as a teacher 125.6%

146.5%

5827.0%

11453.0%

177.9%

215

Your salary and/or financial bonus 13361.9%

2612.1%

209.3%

167.4%

209.3%

215

Your classroom management practices 115.1%

5123.7%

8640.0%

4922.8%

188.4%

215

Your knowledge and understanding of your main subjectfield(s)

2210.2%

3717.2%

7735.8%

5827.0%

219.8%

215

Your teaching practices 83.7%

4219.5%

8338.6%

6831.6%

146.5%

215

Your methods for teaching students with special needs 2310.7%

4420.5%

6429.8%

4219.5%

4219.5%

215

Your use of student assessments to improve student learning 94.2%

4721.9%

9041.9%

4922.8%

209.3%

215

Your job satisfaction 2511.6%

4721.9%

5425.1%

7735.8%

125.6%

215

Your motivation 2612.1%

3214.9%

5626.0%

8640.0%

157.0%

215

23. Concerning the feedback you have received at this school, to what extent has it directly led to a positive change inany of the following?

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Stronglydisagree Disagree Agree

Stronglyagree Responses

The best performing teachers in this school receive the greatestrecognition (e.g. rewards, additional training or responsibilities).

7935.1%

5926.2%

6127.1%

2611.6%

225

Teacher appraisal and feedback have little impact upon the way teachersteach in the classroom.

3515.6%

8136.2%

9442.0%

146.3%

224

Teacher appraisal and feedback are largely done to fulfil administrativerequirements.

3616.1%

6026.8%

9442.0%

3415.2%

224

A development or training plan is established for teachers to improve theirwork as a teacher.

4720.9%

3515.6%

12053.3%

2310.2%

225

Feedback is provided to teachers based on a thorough assessment oftheir teaching.

229.8%

4017.9%

13459.8%

2812.5%

224

If a teacher is consistently under-performing, he/she would be dismissed. 2812.5%

6629.5%

8337.1%

4721.0%

224

Measures to remedy any weaknesses in teaching are discussed with theteacher.

167.1%

208.9%

15468.8%

3415.2%

224

A mentor is appointed to help the teacher improve his/her teaching. 2310.2%

2712.0%

12254.2%

5323.6%

225

24. We would now like to ask you about teacher appraisal, feedback and professional development in your schoolmore generally. How strongly do you agree or disagree with the following statements about this school?Here, ‘appraisal’ is defined as review of teachers’ work. This appraisal can be conducted in a range of ways from amore formal approach (e.g. as part of a formal performance management system, involving set procedures and criteria)to a more informal approach (e.g. through informal discussions).When a statement does not apply in your context, please omit the item. Please mark one choice in each row.

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