Eurydice Presentation at the Conference

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Eurydice Presentation at the Conference
Europe needs Teachers organised by ETUCE
Brussels, 12 June 2006
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Structure of the presentation
1. Scope and Definitions
2. Accreditation and Evaluation of Initial
Teacher Education
3. Accreditation and Evaluation of In-Service
Teacher Education
4. Quality Assurance in Teacher Education
Future Challenges
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Scope of the study

• 30 countries covered
• Reference year 2005/06
• Teacher education for general compulsory and
  upper secondary education (ISCED 1-3)
• Evaluation types focusing on the quality of
  provision of teacher education

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Definitions
Evaluation A general process of systematic and
critical analysis leading to judgments and/or
recommendations for improvement regarding the
quality of a (teacher) education institution or
programme.
Accreditation A process by which an institution
or a programme is judged by the relevant
legislative and professional authorities as
having met predetermined standards in order to
provide (teacher) education or training and to
award the corresponding qualifications (where
they exist). The accreditation procedure
presupposes that the programmes or institutions
to be accredited are evaluated.
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The Accreditation and Evaluation of Initial
Teacher Education
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Issues
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Official regulations for the evaluation of
initial teacher education

• General regulations on the evaluation of higher
  education apply to the evaluation of teacher
  education

• In a few countries, specific regulations do also
  exist, and apply only to a particular stage of
  initial teacher education

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Main features of external evaluation (1)

• Coordinated by an evaluation agency or evaluation
  committee or an independent body

• Evaluators are peers and/or evaluation experts

• Evaluation is based on a site visit and on
  internal evaluation results

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Main features of external evaluation (2)

• Legislation on higher education, a list of
  evaluation criteria and documents concerning
  teacher education are used to draw up evaluation
  criteria

• Evaluation criteria cover a variety of issues

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Frequency of external evaluation

• Evaluation conducted at fixed intervals
• Intervals of 1 to 12 years, fixed or maximum

• Evaluation conducted at variable
  intervalsFrequency fixed by the evaluators
  and/or the institution evaluated

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Main features of internal evaluation

• Less regulated than external evaluation

• Coordinated mainly by the management or an
  evaluation committee

• Management, academic staff and students
  participate

• Internal evaluation criteria are often based on
  external evaluation criteria

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Frequency of internal evaluation

• In most countries, internal evaluation is
  undertaken annually

• In some countries, it takes place at least every
  3 to 10 years

• Internal evaluation is often linked to external
  evaluation. However, in many countries, internal
  evaluation occurs more frequently.

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Use of evaluation results

• Evaluation follow-up

• Impact on (re-)accreditation of programmes or
  institutions

• Impact on funding

• Publication of findings

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Publication of evaluation findings

• The publication of external evaluation results is
  compulsory in 19 countries

• Results are usually available to the management
  of institutions and their academic staff and
  students

• The publication of internal evaluation results is
  compulsory in 6 countries only

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• The Accreditation and Evaluation of In-Service
  Teacher Education

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Issues
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Types of providers of in-service teacher education
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Existence of official regulations
onaccreditation/evaluation
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External bodies undertaking accreditation/evaluati
on
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Main procedures of accreditation/evaluation
? 11 countries use all or almost all of the
procedures, mainly on a compulsory basis
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Scope of accreditation/evaluation
? No regulations on the scope of accreditation
or evaluation in about half of all countries
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Frequency of accreditation/evaluation
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Use made of results of accreditation/evaluation
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Quality Assurance in Teacher Education Future
Challenges

• Scope and players involved

• Acceptance of and trust in evaluation

• Frequency

• The further use of results

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Publication of evaluation findings

• The publication of external evaluation results is
  compulsory in 18 countries

• Results are usually available to the management
  of institutions and their academic staff and
  students

• The publication of internal evaluation results is
  compulsory in 5 countries only