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

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

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

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

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

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

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

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

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

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

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

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

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