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Teacher Training Development

Components 2 and 3 are inter-linked: successful implementation of the new National Curriculum Framework (NCF) depends not only on effective subject syllabus development and the development of the key competencies through the curriculum learning areas but also to a very large extent on effective teacher training and retraining. The changes to teaching methodology required by a modern curriculum such as the NCF provide a strong and compelling impetus for reform of the whole teacher training, licensing, accreditation and appraisal system.

The EU Project team will liaise with the ongoing EU IPA projects which have links to the implementation of the NCF: the ongoing KOSVET V and VI projects (VET sub-sector and the development of the National Qualifications Framework (NQF)), the IPA2007 EU/COE Education Project Interculturalism and the Bologna Process Project (on subject development and writer training), the Tempus Master Study Programmes in Education project (Initial Teacher Training), as well as with the forthcoming IPA2008 ICT Education Pilot project which starts in February 2010 (ICT teacher training, electronic teaching and learning materials, communication network).

The three main donors active in the sector, in terms of curriculum and teacher development are the World Bank (WB), UNICEF and GTZ. The WB, through IDEP, supported the organization of the consultation workshop on the new framework on November 18 and 19 2009 and its international consultant has provided written proposals to MEST on the phasing-in of the NCF and the development of new subject curricula. In addition, the consultant submitted a proposal to MEST on the establishment of the Curriculum and Standards Agency and an overview of the challenges and issues related to NCF implementation.

IDEP has also provided technical assistance to MEST and the State Council for Teacher Licensing (SCTL) in further developing the framework for teacher licensing and teacher professional development set out in Administrative Instruction (AI) 16/2008. MEST has approved proposals on teacher performance assessment and the requirements for teacher professional development. However, the teacher licensing process has proved to be more complicated and ambitious than the system could cope with: there is no proper information management system to help MEST and the municipalities track teacher progress/status under the licensing system and no reliable data on the number of teachers in each subject area, for example, which makes precise forward planning very difficult. The development of a database for teacher licensing remains crucial, possibly integrated within the EMIS system, which is still not in place.

Proposals on teacher performance assessment and teacher professional development are to be approved in the form of AI by the Minister of Education. The international consultant on teacher professional development’s final January 2010 input is focused on developing the procedures and criteria for accreditation of training programmes, leading to an AI. The international consultant for teacher performance assessment is also scheduled to make an input in the first quarter of 2010 to work with the SCTL on the development of assessment tools and instruments as well as planning the piloting phase of the teacher performance assessment system.
The EU Project will liaise with MEST and IDEP counterparts concerning the establishment of the new Curriculum Agency and its implications for NCF implementation and the respective inputs from each project (see Component 2 activities below), and on the support it is providing for SCTL and teacher licensing (see Component 3 activities below).
IDEP’s International Consultant on Assessment made recommendations on the Grade 5 assessment in July 2009 and the MEST Assessment Unit is developing an the assessment framework for discussion during the consultant’s next visit (planned for February 2010). IDEP is also planning to fund a study visit for the MEST Assessment Unit to a suitable EU member country. The EU project team will liaise with IDEP counterparts on assessment and assessment training issues arising from the implementation of the NCF, particularly in relation to pre-service and in-service teacher training programmes and support for teacher assessment and school director training.
UNICEF has supported the development of the NCF through a technical team led by a UNESCO/IBE consultant working with a team of MEST technical staff and local experts (see Activities 2.2-2.4 below). The EU Project’s focus will be on supporting the consultation and dissemination process but with a greater focus on the actual implementation process, starting with subject syllabus development.
The overall objective of GTZ’s Capacity Development for the Basic Education Sector in Kosovo project (January 2010-December 2012) is to improve the quality of basic education, to provide access to further education and/or provide relevant life skills. In the first phase, the project’s objective is to improve basic education in selected municipalities (some shared with IDEP) in accordance with standards and procedures to be developed and agreed upon at national level. The target groups are Grade 1-9 students and children and youths who have left school early (‘dropouts’) and want access to further education or are forced to find suitable work.

The components (in summary) include:

• consultancy and capacity building support for MEST, specifically in relation to SCTL and institutions active in implementing standards and procedures and assessment of students; a study tour to Germany was organised in December 2009
• capacity development of the in-service training/continuing professional development of teachers and school directors by designing and piloting demand-oriented training programmes, (mainly in mathematics and science for teachers), establishment of procedures for performance analysis, planning, allocation and quality assurance (in close coordination with IDEP); capacity development of a coordinating body for teacher training; development of rules for procurement of training services; initiation of competition among private training providers; concept and capacity development for implementing further qualification programmes for under-qualified teachers
• non-formal education and complementary measures to address early school leavers, in line with MEST’s 2007-2017 Pre-University Education Strategy by establishing complementary non-formal education structures at municipal level, and capacity development of the education directorates of selected municipalities as the coordinating bodies for the implementation of these measures.


Last Update: September 10, 2010


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