Ministry of Education and Higher Education Quality Systems for Quality Teachers : Towards the Implementation of the National Strategy for Teacher Education.

Strategic frameworks 2 nd Five Year Education Development Strategic Plan (EDSP) ( ) highlights the need for policies and strategies towards sustaining guaranteeing education for all, improving the quality of education, and enhancing management effectiveness. Palestinian Reform and Development Plan( ) considers the development and implementation of polices and programmes focusing on quality education at all levels through pre-service and in- service teacher training. The government (2009) plan to end occupation and establish the state highlights the role of the education system to equip the work force with the needed skills.

As a crucial response towards achieving the EFA and MDG goals as reflected in the MOEHE strategic plans, particularly those relating to the enhancement of quality education, the need for policies and strategies towards improved status, management, effectiveness, and motivation of the teaching force has been highlighted. The Teacher Education Strategy is the response

Situational Analysis of teacher education Pre-service Diversity of training to student teachers. Lack of consensus as to minimum qualifications required at different educational levels/subject areas. Needs for faculty development at HEI’s. Theoretical nature of teacher training. Insufficient opportunities for practical school experience. Limited knowledge of Teacher Trainers of the classroom realities

Situational analysis-findings In-service: Uncoordinated in-service training Not based on needs analysis Not enough differentiation of programme design/delivery mechanisms to reflect teachers’ needs/capacities. Record keeping system not sufficiently developed. Roles and responsibilities of MOEHE institutions to be clarified.

National Teacher Education Strategy Technically supported by UNESCO with funding from Norway– partnership between different stakeholders, a model to be reflected in implementation Overall aim is to develop a sufficient number of qualified, capable teachers to improve learning opportunities for students at Palestinian schools It highlights the importance of: Improving status of teachers. Management of the system and improved provision Evaluate, reform and harmonisation of pre-service and in-service teacher education activities.

The Strategy. Identifies a “Vision of Teachers”. (Committed to their students, Possess general knowledge, Bare the responsibility, Think systematically, and Work with their colleagues). Proposes revision of the “Teacher Education Programs” (Pre-service and In- service). Calls for the development of a framework for “Continuous Professional Development Programs”. Introduces a scheme for “Teaching Profession”. Highlights the need to develop “Management of the Teacher Education System”

Evaluation and review of the current programs at HEI’s Development scheme for the new programs. Capacity Building for better management of the system. Coordinated efforts to achieve objectives. Development of teaching profession. AQAQ’s program : (HEI’s self evaluation, External evaluators based on the strategy and international experiences. CDTP’s efforts to develop national standards. Active discussion on the programs framework. QIF call for proposals on teacher education. Faculty development programs. Ongoing support from WB, EC, USAID, UNESCO, AMIDEAST, Norway, Finland,…. Development of MIS. Institutional development (CDTP, NEIT,AQAQ,…) National Advisory Board, and Task Force. Coordination structure for the international partners. Licensing and grading system,…. 5 Coordinated Schemes

Quality Systems for Quality Teachers UNESCO/ EU support Will support realising the goals articulated in EDSP and PRDP Is implementation of the Teacher Education Strategy Will be implemented over three years Will focus on enhancing national capacities needed for managing teaching progression towards effective learning in schools Will achieve this through the development of operational frameworks, partnership and collaboration and technical skill development

Quality Systems for Quality Teachers Three interrelated, parallel, components: 1. Improved management and institutional capacity of teacher education (pre-service, in-service and career development) 2. Improved status and motivation of teachers 3. Enhanced relevance and coherence of teacher training and professional development

QSQT – Component 1 Improved management and institutional capacity of teacher education (pre-service, in-service): i) Institutional analysis of MOEHE Directorates responsible for planning and delivery of the Teacher Education Strategy ii) Commission for Developing the Teaching Profession (CDTP) and appropriate support mechanisms in order to: Develop National Professional Standards (NPS). Mechanism for Licensing of teachers established. Framework for accreditation of CPD of teachers in place. iii) Teacher data base established within existing MoEHE EMIS structure iv) CDTP portal to disseminate information, support professional development and networking established

QSQT– Component 2 Improved status and motivation of teachers: i) Research on key areas in relation to teacher status and motivation ii) General advocacy for teaching profession iii) Development of career stages iv) Strengthening capacity of teacher organisations v) Development of a Communication Strategy

QSQT– Component 3 Enhanced relevance and coherence of teacher training and professional development i) Development of Admission Policy for Teacher Training at HEIs. ii) Development of pre service courses in line with National Professional Standards Framework for teachers. iii) Development of QA mechanism for pre service within existing QA structure. iv) Development of capacity for effective deployment of ICTs and e learning for teacher professional development (linking with Avicenna programme). v) Annual National Conference on Quality Teachers for Quality Education.

QSQT – Progress to Date - Institutional analysis of MoEHE directorates responsible for planning and delivery of teacher education programmes undertaken. - Commission for Developing the Teaching Profession under establishment Premises rented, furnished, and equipped. CDTP framework document and by-laws finalized. Technical assistant, two Heads of the Qualifications and Standards Units, IT person, and secretary recruited. Two working committees (Standards and Qualifications)

Progress cont’d - Draft of Core National Professional Standards for Teachers. - Initial Proposal for Professional Licensing System. - Draft Code of Conduct. - Review and upgrading of the teacher education database. - Data available on the qualifications of teachers in the system PhD scholarships awarded in teacher education. - A comprehensive communication strategy developed.

Future Challenges: - Enough awareness at all levels. - Commitment of the various partners and stakeholders. - Ministry’s capacity to coordinate efforts, and institutional setup. - Attracting the best (admission and recruitment policies). - Learning from pilot schemes. - Adoption of a successful coordination scheme for local and international partners. - Adoption of a significant M&E system for sufficient reporting. - Unification and upgrading of the Incompatible databases, and guaranteeing flow of information. - Enough capacity at HEI’s. - Progress in adopting licensing and grading system for teachers.

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