Education Sector Development Program - VLIR-UOS

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Education Sector Development Program IV The coverage of this program (the number of schools and the type of facilities) will depend on the available financial resources. 4. Program matrix Strategies and component activities Indicator/target * Component 1. Teachers’ and leaders’ development Sub-component: School leadership and school supervision rendered more effectively. Upgrading the qualification levels of school directors and supervisors, from certificate to diploma (grades 1-4), from diploma to degree (grades 5-8), and from degree to master level (grades 9-12). Providing special training programs for teachers who intend to be candidates for director and supervisor positions Organizing awareness-raising sessions for teachers and principals on strategies to decrease early drop-out Sub-component: Teaching processes rendered more effective through improved pre-service teacher training Improving pre-service training in particular for science and mathematics teaching and for English language instruction Updating teacher education curriculum and training modules Including a module on strategies to decrease early drop-out in teacher education Enhancing the capacity of teacher educators Enhancing pre-service practice teaching Sub-component: Teaching processes rendered more effective through improved in-service training and professional support The share of school leaders qualified to the required levels will increase. 100% of school leaders and supervisors for grades 1 to 4 have been academically qualified (with diploma) motivated and ethically fit 90% of school leaders and supervisors for grades 5-12 have been academically qualified (G5-8 with first degree,G9-12 with masters degree), motivated and ethically fit No of candidates trained for supervisor and principalship % of teachers and principals participating in awareness-raising sessions % of primary teachers with diploma will increase from 27% in 2008/2009 to 100% in 2014/15. % of unqualified teachers in secondary schools will decrease from 24.8% in 2008/2009 to 0% in 2014/15 % of pre-service trainees graduated to teach science and mathematics for primary % of pre-service trainees graduated to teach physics, chemistry, biology & science for secondary level % of pre-service trainees graduated to teach English language No of improved training modules No of improved teacher training curricula Module developed % of teacher trainees taking part in module on early drop-out % of teacher educators upgraded % of students satisfied with quality of practice teaching 100% of teachers at all levels have been academically qualified (G1-4 with diploma cluster,G5-8 with diploma linear,G9-12 with first degree), motivated and ethically fit * See comment on indicators and/or targets at the beginning of chapter 3. 26
Education Sector Development Program IV Strategies and component activities Ensuring the quality of in-service teacher training Enhancing the provision of continuing professional development at the school level Maintaining the quality of Alternative Basic Education (ABE) facilitators upgrading Developing a career structure and licensing and relicensing system Sub-component: Girls and representatives from rural areas and linguistic and ethnic minorities better represented amongst students in teacher training institutions Improving the management of intake and selection processes for Pre-Service Teacher Education Continuing affirmative action programs for girls and children with vulnerabilities and special needs Indicator/target 45,000 English teachers will have been provided with tailor made ELQIP trainings to improve their English proficiency All teachers using mother tongue as medium of instruction will have been updated with language skills 100% of teachers at all levels will have participated in a full course of CPD by 2014/15 100% of ABE facilitators upgraded Developed teacher career structure 100% of teachers at all levels will have been licensed by 2014/15 The share of women among students in colleges of teacher education will increase from 45% in 2008/2009 to 50% in 2014/15 Improved criteria of selection % of girls and minorities among new entrants in pre service training program Number of girls and students indigenous nationalities benefiting from affirmative action programs Component 2. Curriculum, Textbooks and Assessment Sub-component: New school curriculum made responsive to international economic and social realities, national democracy and gender equity Organizing awareness raising campaigns and teacher orientation programs to support the introduction of the new curriculum currently underway Reviewing, finalizing and distributing new strategy for science and mathematics teaching in particular Organizing orientation programs for teachers in science and mathematics strategies Developing and distributing new syllabi for ABE and organize orientation program for ABE facilitators New curriculum will be completed % of teachers participating in awareness programs Implemented strategy of science and mathematics Number of cumulative textbooks and teacher guides in core subjects (maths and science in particular) distributed in primary and secondary schools % of teachers participated in orientation No of ABE syllabi developed and distributed % of facilitators attended new syllabi orientation Sub-component: Integrate Population and family Life Education into Teacher Training Curriculum Organizing Orientation programs on HTPs for secondary school and Teacher Training College teachers , so that teachers will teach the harmful effects of the HTPs. Developing strategy to identify POP/FLE issues to be disseminated to teachers, students and the community. POP/FLE integrated into Teacher Training Curriculum % of high school teachers participated in the orientation program % of Teacher Training College trainees participated in the orientation program Developed POP/FLE strategy document 27
Page 1 and 2: The Federal Democratic Republic of
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