1. MEDTWINNING for QUALITY ASSURANCE and SCHOOL BASED DEVELOPMENT (SBD) within THE G8-BMENA PROCESS
“E-Bridge” across the Mediterranean
International Seminar
Florence December 2006
Giulia Di Nicuolo - General Directorate for Foreign Affairs - Ministry of Education

2. The Forum for the Future
G8-BMENA Partnership Supporting reform in the Broader Middle East and North Africa At the Sea Island Summit in 2004, the G8 introduced a Plan of Support for reform in response to priorities identified by the BMENA region
The Forum for the Future
annual event
(Rabat 2004, Bahrain 2005, Dead Sea 2006)
Ministers of Foreign Affairs
from the countries of the G8,
the Broader Middle East and North Africa (BMENA)
and other democratic partners
meet to discuss progress
on the political, social and economic reform
in the framework of the G8-BMENA partnership

3. THE EDUCATION REFORM TASK FORCE Ministers of Education of the Broader Middle East and North Africa and G8 met in Jordan on 23 May, 2005 and agreed on a number of essential collaborative actions...including establishing a Task Force that would carry forward the agreed actions (one expert for each country + EC) On behalf of the G8 and BMENA Education Ministers, the G8 and BMENA Education Task Force will provide coordination, advice and support for the planning and implementation of collaborative regional projects related to literacy and access social inclusion quality of education (from the Framework for Progress, Dead Sea, Jordan, 23° May 2005)

4. THE EDUCATION REFORM TASK FORCE
Strengthening, rationalising and coordinating existing channels of support and funding (no autonomous funding), eg.
EC to significantly increase funding to education in MENA
Canadian funding commitment to basic education
US support to Information (GLP) and Literacy Monitoring
NGOs actions in the region etc…

5. EVENTS Plenary Meetings and Workshops Existing Working Groups LITERACY
TVET
QUALITY (to be constituted in next plenary session)
EVENTS
Education Ministerial,Dead Sea, May (Framework for Progress)
Experts (Task Force) meeting, Cairo, September, 2006
Experts (Task Force) meeting, Cairo, April, 2006
Education Ministerial,Sharm el Sheikh, May 2006 (Framework for Progress)
Workshops planned/held on, e.g.:
School Focused Development (Amman, 5-7 Nov 2006)
Literacy (Yemen, January 2007)
ICT (Amman Feb 2007)
TVET (date and place to define)
Educational Standards (Brussels, date to define)

6. Quality Assurance - School Focused Development (SFD) CONTINUOUS LEARNING FOR EVERYONE IS CENTRAL TO THE NOTION OF THE INTELLIGENT SCHOOL
Schools are the key to educational improvement: they are the place where real progress in education is made
Schools have to take direct responsibility for their own development & improvement
Schools need to be autonomous and accountable
School is to be considered a learning organization: every one in the school should involve in learning
Good leadership is vital to school improvement
Head Teachers have to learn how to:
Lead change and improvement
Manage teaching and learning
Use resources effectively
Enhance partnership with community

7. SFD: the main components
1. School Development Planning
Values and Vision
2. School Focused Staff Development
 Structure for identifying / meeting developmental needs
 Forms / Modes for Development
Evaluating Impact
3. Teaching and Learning
 Factors influencing Teaching / Learning
 Research
 Practical Strategies

8. SFD: the main components
4. Improving School-Community Links
 Involvement – Vision & Practice
 Communication
 Joint Planning / Support
Joint Resources
Quality Assurance
A school needs to know its strengths and weaknesses if it is to improve
Accurate and rigorous self-evaluation is an essential element of improvement planning
Achievements
Professional engagement / enthusiasm
Strong Commitment to development
Community engagement
Major cultural Shift

9. Teaching strategies reflecting different learning styles:
IMPROVING TEACHING – THE REPERTOIRE AND RANGE
OF TEACHING TECHNIQUES
Appropriate techniques for pupils of different
abilities
Teaching strategies reflecting different learning
styles:
visual, auditory, kinaesthetic
Skills and strategies such as the use of questions,
discussion and problem solving and practical
activities
Individual, group and whole class teaching
The use of new technologies

10. THE EFFECTIVE USE OF LEARNING RESOURCES
The use of ICT and e-learning
The use if instructional materials: text books…
Classroom management of resource
materials
Stimulating learning environments / effective
classroom organisation
The use of the library / resource centre to
facilitate independent learning etc…

11. We know we are in a good school when:
Teachers talk about teaching and learning;
Teachers observe each other’s practice;
Teachers plan, organise, deliver, monitor
and evaluate their work together;
Teachers teach other teachers

12. AN EFFECTIVE SCHOOL POLICY ON TEACHING AND LEARNING
Personalised learning
Learning styles
Teaching skills / pedagogy
Continuous professional development
The use of learning resources and e-learning
The use of data and assessment
The effectiveness of planning
Creating and maintaining stimulating learning environments
Monitoring and evaluating teaching and learning
(self-evaluation)

13. IMPROVING LEARNING Multiple Intelligences Accelerated Learning
Techniques
Independent Learning
The learner
as a whole
person:
the cognitive/
affective
domain
IMPROVING
LEARNING
Learning
Styles
The use of New
Technologies
Knowledge
Creation & Sharing
Problem solving
Thinking Skills

14. is child in pursuit of knowledge, not knowledge in pursuit of child"
"What we want to see
is child in pursuit of knowledge,
not knowledge in pursuit of child"
(G.B. Shaw)

15. THANK YOU FOR YOUR ATTENTION