Stability Pact for South Eastern EuropeStability Pact for South Eastern Europe

Task Force Education and YouthTask Force Education and Youth

South Eastern European Education Reform Implementation South Eastern European Education Reform Implementation InitiativeInitiative

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Working Meeting of Seniors Officials from SEEWorking Meeting of Seniors Officials from SEE

PredealPredeal, , 29-31 May29-31 May 2003 2003

Teacher training reform Teacher training reform insertion into the general insertion into the general education reform processeducation reform process

Country: MoldovaCountry: Moldova

Author:Author:

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1. Priority Area1. Priority Area

The priorities lie within the priority area defined The priorities lie within the priority area defined as development of opportunities for lifelong as development of opportunities for lifelong learning as a key means to stimulate learning as a key means to stimulate economic regeneration in the region (8):economic regeneration in the region (8):

Transformation of the continuous professional Transformation of the continuous professional development in a tool for overcoming crisis development in a tool for overcoming crisis situations in the educational field;situations in the educational field;

Democratization of the teaching process through means Democratization of the teaching process through means of teachers’ professional developmentof teachers’ professional development

– On individual levelOn individual level– On the school learning community levelOn the school learning community level

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2. General Objective(s)2. General Objective(s)

Renovation of the professional development process on the basis of Renovation of the professional development process on the basis of training structures: training centers for continuous development, training structures: training centers for continuous development, local networks for sharing and support, educational institutions;local networks for sharing and support, educational institutions;

Neutralization of the process of separation of the teacher from Neutralization of the process of separation of the teacher from his/her own his/her own professional egoprofessional ego, through recognition of personal , through recognition of personal demands for development and professional growth;demands for development and professional growth;

Promotion of the development of a training environment that will Promotion of the development of a training environment that will stimulate the teacher to make a special, conscientious effort during stimulate the teacher to make a special, conscientious effort during every training endeavor.every training endeavor.

Implementation of democratic teaching practices into the system, via Implementation of democratic teaching practices into the system, via continuous teacher education tools, both at pre-service and in-service levelcontinuous teacher education tools, both at pre-service and in-service level

Facilitation of access to quality education for all, via teacher training toolsFacilitation of access to quality education for all, via teacher training tools Professional assistance in self-evaluation and development planning from Professional assistance in self-evaluation and development planning from

the grass roots for schools from rural area, fostering teacher leadership and the grass roots for schools from rural area, fostering teacher leadership and experience sharing between individuals and institutionsexperience sharing between individuals and institutions

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3. Specific Objectives3. Specific Objectives

To elaborate training programs that will be able to To elaborate training programs that will be able to establish the link between the requirements and the establish the link between the requirements and the content of the teaching profession, of the general content of the teaching profession, of the general development and of learning situations that the teachers development and of learning situations that the teachers has to face;has to face;

To elaborate a progressive model of professional To elaborate a progressive model of professional development;development;

To illustrate the pathway to professional promotion;To illustrate the pathway to professional promotion; To incorporate development of critical thinking and To incorporate development of critical thinking and

problem solving skills in the professional training problem solving skills in the professional training programs;programs;

To promote the incorporation of the interactive methodologies into the To promote the incorporation of the interactive methodologies into the everyday classroom practice, via in-service training programs build everyday classroom practice, via in-service training programs build on a “here and now” basis (current training needs of the teachers;on a “here and now” basis (current training needs of the teachers;

To foster the development of the educational services’ market, To foster the development of the educational services’ market, fostering the diversification of training programs and teacher training fostering the diversification of training programs and teacher training providers (besides state institutions)providers (besides state institutions)

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3. Specific Objectives 3. Specific Objectives (cont.)(cont.) To support continuous professional development of teachers from rural To support continuous professional development of teachers from rural

areas, through training programs in the area of interactive teaching;areas, through training programs in the area of interactive teaching; To support continuous professional development of teachers working To support continuous professional development of teachers working

with disadvantaged groups of students;with disadvantaged groups of students; To assist schools in the development of self-sustainable

potential through access to information and sharing of the practices of localised success

To develop community and student involvement in the decision making process

To promote innovative educational and managerial practices through building connections to international educational communities

To elaborate a coherent methodology for school improvement actions via professional development tools, based on actual social, economical, cultural conditions specific for Moldovan society

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4. Target Group(s)4. Target Group(s)

In-service teachers at the general In-service teachers at the general education leveleducation level

TeachersTeachers and and studentsstudents from from pedagogical universities and pedagogical universities and collegescolleges (pre-service level) (pre-service level)

Educators and Educators and schoolschool communitiescommunities from from disadvantageddisadvantaged (rural) (rural) areaareass

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5. Activities5. Activities

Training of trainers and training of teachers via Training of trainers and training of teachers via a cascade method (within the World Bank a cascade method (within the World Bank Education Reform Project in Moldova);Education Reform Project in Moldova);

Development of the Concept paper for Development of the Concept paper for Professional Development and Strategy for Professional Development and Strategy for Professional Development in the educational Professional Development in the educational field (within the World Bank Education Reform field (within the World Bank Education Reform Project in Moldova);Project in Moldova);

Training in Training in innovativeinnovative methodology for methodology for professorsprofessors from pedagogical universities from pedagogical universities (supported through efforts of the NGO sector)(supported through efforts of the NGO sector)

Development of Development of new training new training coursecoursess atat pre- pre-service teacher training institutionsservice teacher training institutions (supported (supported through efforts of the NGO sector)through efforts of the NGO sector)

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6. Partners Involved6. Partners Involved

Ministry of EducationMinistry of Education;; World Bank Education Reform World Bank Education Reform

Project in Moldova;Project in Moldova; Local partners and in-kind Local partners and in-kind

contributors: contributors: educational NGOs, educational NGOs, pedagogical higher education pedagogical higher education institutions, schools and local institutions, schools and local public authoritiespublic authorities..

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7. Resources7. Resources

USD 3.3 mln have been allocated for the 4 USD 3.3 mln have been allocated for the 4 th component “Teacher Training” of the th component “Teacher Training” of the Education Project .Education Project .

The amount of USD 2,2 mln from the The amount of USD 2,2 mln from the World Bank counterpart and about 500 World Bank counterpart and about 500 thouthand from Republic of Moldova thouthand from Republic of Moldova Government share have been spent for Government share have been spent for training activities, allowances, training activities, allowances, transportation, accommodation, transportation, accommodation, equipment, salaries, didactic materials equipment, salaries, didactic materials and other necessities by April 1, 2003.and other necessities by April 1, 2003.

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8. Achievements to 8. Achievements to DateDate Training focused on the implementation of new Training focused on the implementation of new

curricula offered to the great majority of the general curricula offered to the great majority of the general education teachers from grades 1-10 (WB project)education teachers from grades 1-10 (WB project)

Development of the Concept paper for Professional Development of the Concept paper for Professional Development and Strategy for Professional Development and Strategy for Professional Development in the educational field (WB project)Development in the educational field (WB project)

Training focused on the implementation of new Training focused on the implementation of new curricula offered to teachers at lyceum level (grades curricula offered to teachers at lyceum level (grades 10-12, NGO sector projects)10-12, NGO sector projects)

Incorporation of interactive methodology at the school Incorporation of interactive methodology at the school level and university level (NGO sector projects)level and university level (NGO sector projects)

Changes in the teaching practices at the individual Changes in the teaching practices at the individual and school level (based on field evaluations in and school level (based on field evaluations in schools)schools)

High interest of teachers and school managers for the High interest of teachers and school managers for the innovative training models.innovative training models.

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9. Perspectives9. Perspectives

Policy development in the area of Policy development in the area of decentralization of teacher training system decentralization of teacher training system and promotion of teacher-centered and promotion of teacher-centered approachesapproaches

Facilitation of development of in-formal Facilitation of development of in-formal networks for experience sharing and networks for experience sharing and improvement of current teaching practicesimprovement of current teaching practices

Incorporation of innovative methodology Incorporation of innovative methodology and training approaches into the pre-service and training approaches into the pre-service training institutions’ curricula training institutions’ curricula

Dissemination of best practices of grass-root Dissemination of best practices of grass-root school improvement projects via teacher school improvement projects via teacher professional development within the systemprofessional development within the system