3- Las transformaciones en el empleo.
1.4.4 Ejes de la exclusión social.
1.4.4.3. Eje relacional.
1.4.4.3.1. Dimensión relacional familiar.
MERIT-BASED RECRUITMENT PERFORMANCE LINKED TO CAREER PATH AND INCENTIVE SYSTEM Institutional Infrastructure Physical Academic OUTCOMES IMPROVED TEACHING- LEARNING PROCESS IMROVED PEDAGOGIC COMPETENCIES SUPPORTIVE TEACHER LEARNING ENVIRONMENT Curriculum Competency-based Internship in schools CONTINUING PROFESSIONAL DEVELOPMENT Needs-Based Curriculum Institutional Infrastructure Physical Academic Source: Author.
3. recommendations
In the foregoing sections, we have identified the issues and constraints of teacher
professional development in the country. The following sections present recommendations to help resolve such issues. Table A1.12 lists these recommendations according to
time frame.
(i) enhance the professional capacity of the national Teacher education council. The NTEC should include more professionals. The functions and role of NTEC, as well as its relationships with different entities involved in teacher education and training, should be clearly defined, improved, and implemented.
(ii) formulate teacher development policy. The NTEC, University Grants
Commission, and the MOE, with the participation of teacher educators, should develop the policy. The policy should include guidelines on national teacher and teaching standards and indicators, institutional arrangement and coordination, preservice teacher education, in-service teacher training, monitoring and evaluation system for teacher performance, career path of teachers, recruitment and deployment of teachers, and equivalency across different programs.
(iii) update teacher education (c-in-ed and Bed) and training continuing professional development curriculum. The C-in-Ed has been upgraded to Dip-in-Ed but has not produced any graduates or created impact on teacher quality. The program needs to be closely monitored. The National Academy for Primary Education, MOPME, NTEC, and MOE, with the participation of teacher educators from teacher education and training institutions, should develop the new curricula for preservice programs and modules or designs for in-service training. The CPD curriculum should accommodate the concept of recognition of prior learning.
(iv) Build physical and academic infrastructure for a sustainable teachers’ continuing professional development system. The existing 54 primary teacher training institutes and 14 government TTCs are not enough for five sustainable CPD services. Some selected private TTCs should be supported to develop capacity to conduct CPD training. NGOs with training infrastructure in different regions (e.g., BRAC) across the country may be engaged and developed as partners to conduct CPD training. Public and private universities should be encouraged and supported by the University Grants Commission to open faculties of education.
(v) Develop a central recruitment and deployment system of teachers.8 Teachers
for government primary and secondary schools are recruited by the Directorate of Primary Education and the Public Service Commission, respectively. In private schools (primary and secondary), school management committees recruit teachers from those registered by the NTRCA. The NEP 2010 proposed the establishment of the NTSC to recruit teachers for nongovernment schools and
madrasahs (primary and secondary). It will replace the NTRCA.
(vi) formulate a career path for teachers and link it to teacher performance. The NTEC, together with MOPME and MOE, should formulate an attractive career path for teachers that is anchored on performance.
8 While the government plans to decentralize the education system, the recruitment and deployment of
teachers must be through a central mechanism to ensure standards and equitable distribution of teachers. Recruitment of private school teachers by school management committees was completely decentralized. But this process was marred by issues of nepotism. Hence, a centralized registration system through the NTRCA was introduced. As envisaged by the NEP 2010, however, the NTRCA will be replaced by the proposed NTSC, which will oversee recruitment of teachers for nongovernment schools and madrasahs.
appendix 1
87
Table a1.12: Bangladesh—strategies for Teacher Professional Development
strategy/activity
Period of implementation
remarks Within 1 Year Within 5 Years in 5–10 Years
Enhancing functional and
professional capacity of NTEC complete TQI-II is helping NTEC with a permanent office and staff Formulation of teacher
development policy complete MOPME, MOE, and NTEC in charge Identification of teacher
competencies and teacher performance standard
complete MOPME, MOE, and NTEC
in charge Review Bachelor of Education
curriculum complete MOE and NTEC in charge
Development of CPD curriculum continuation complete MOPME, MOE, and NTEC in charge
Infrastructure development for
CPD (continue) continuation continuation complete MOPME, MOE, University Grants Commission, and NTEC in charge
Development of a framework for recognition of prior learning (continue)
continuation complete MOPME, MOE, and NTEC in charge
Development of a career ladder for primary and secondary school teachers and linking CPD and recognition of prior learning to career ladder
complete MOPME, MOE, and NTEC in charge
CPD = continuing professional development, MOE = Ministry of Education, MOPME = Ministry of Primary and Mass Education, NTEC = National Teacher Education Council, TQI-II = Second Teaching Quality Improvement in Secondary Education Project.
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aPPenDix 2: Teacher Professional
DeveloPmenT in nePal
N
epal’s population was around 26.5 million in 2011 (growth rate 1.4% per annum) (CBS 2011a). In the terai (plain areas) region lives almost half of the country’s population, in the hill region 43%, and in the mountain region 7%. Out of the total population, 17% dwell in the urban areas (taking into account the population of 58 municipalities).The education sector in Nepal has substantially expanded in recent years. The Interim Constitution of Nepal, 2007 recognizes education as a fundamental right of all citizens and provides free education up to the secondary level. The numbers of schools and student enrollment rates have jumped impressively. At the same time, the literacy rate (for population aged 5 years and above) increased from 54.1% in 2001 to 65.9% in 2011 (CBS 2011a).