HEMISPHERIC PROJECT TEACHER EDUCATION

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HEMISPHERIC PROJECT TEACHER EDUCATION

• TRINIDAD AND TOBAGO
• SENATOR HAZEL MANNING

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PROJECT TITLE

• 1.   RESPONSES TO THE CHALLENGE OF IMPROVING
  THE QUALITY OF RECRUITMENT AND SELECTION1,
  INITIAL FORMATION, PROFESSIONAL DEVELOPMENT AND
  EVALUATION OF TEACHERS IN THE COUNTRIES IN THE
  HEMISPHERE
• 1 Questions to be answered in the project
  proposal will address the new selection process
  and who will be responsible for determining this
  process (i.e. teachers, local officers, or
  national ministries).

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SUB-REGIONAL COORDINATORS

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• REGIONS SUB-REGIONAL COORDINATOR
• Andean Region Ecuador
• MercoSur Bolivia
• Central America El Salvador
• Caribbean Trinidad and Tobago
• North America Mexico

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PRIORITY AREA

• Education is a priority area in the Strategic
  Plan for Partnership for Development 2002-2005 of
  the AICD.
• Teacher Education is a recommendation from the
  III Summit of the Americas and the II Meeting of
  Ministers of Education within the framework of
  CIDI.
• CENPE recommended that the FEMCIDI funds finance
  multilateral projects.

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PROJECT JUSTIFICATION

• High levels of under-achievement
• High levels of repetition
• Low productivity of students
• Poor teacher performance
• Low teacher prestige and social value
• Inadequate salaries for teachers
• Training is not linked to improvements in
  professional performance.

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PROJECT GOAL

• To enhance and improve the quality of teacher
  education with established systematized
  hemispheric goals.

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PROJECT PURPOSE

• To establish regionally standardized Teacher
  Education programs.
• To standardize recruitment and selection policies
  throughout the regions
• To standardize a Performance Management System
• To implement on-going professional development
  programs.

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SPECIFIC OBJECTIVES

• YEAR 1
• Identify and systematize consolidated experiences
  in recruitment and selection, pre-service
  training, professional development and teacher
  evaluation coherent with a framework that
  identifies competencies, capacities and
  performance standards for sub-regions.

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PROJECT OBJECTIVES

• YEARS 2 and 3
• Evaluate the framework and sub-regional goals.
• Develop and implement pilot projects in
  pre-service education, on-going professional
  development,evaluation and certification.
• Prepare virtual courses that benefit a minimum of
  1000 teacher educators and use the existing
  infrastructure in the OAS (EDUSAT, Educative
  Portal of the Americas, Institute of Connectivity
  of the Americas.

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PROJECT OBJECTIVES

• YEAR 4
• Organize an Inter-American Forum on Teacher
  Education to analyze the results of consolidated
  experiences.
• Propose hemispheric goals

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BUDGET

• A detailed budget for the project must be worked
  out by each region and submitted to the
  coordinator by August 22, 2003. This is to be
  done using the Logical Framework.

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SUSTAINABILITY AND INSTITUTIONALIZATION OF THE
PROJECT

• Training of Master Teachers, Heads and Deans to
• Facilitate the induction process with new
  teachers
• Ensure institutionalization of teachers new
  learning.
• Establish the relationship between and
  complementary support for existing projects and
  the new hemispheric project.
• Establish a system of support for teachers to
  allow them to access training.

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POTENTIAL RISKS

• If collaboration is not developed with already
  existing teacher education programs,
  implementation will be limited.
• Existing projects are in no way related to the
  hemispheric project.

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REGIONAL COORDINATOR

• Each coordinator will shape the project in
  accordance with their capacities in terms of
  human resources, infrastructure, access to other
  working teams, financial resources for
  operational expenses and research done on the
  field.

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SUPPORT OF COUNTRIES

• Each country desirous of working with the project
  must send official letters of support to the
  Inter-American Committee for Cooperation and
  Development.

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TECHNICAL SECRETARIAT WILL

• Support the documentation of experiences in the
  hemisphere to facilitate the transference of
  lessons learned.
• Develop virtual spaces in coordination with the
  Educational Portal of the Americas to support the
  training activities for various educational
  players in the project.

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TECHNICAL SECRETARIAT WILL

• Organize virtual forums to facilitate
  coordination and dialogue among different
  participants in the development of the project.
• Support the evaluation process.