Education Reform Strategy - Unrwa

the priorities of Field Implement Plans (FIPs), such as support for school improvement,
schools of excellence, or career-long professional development.
4.5.8. To achieve UNRWA’s vision, as implied in the OD process, there is an implicit
demand for in-service training to move away from functional specialisation to focusing on
soft skills, such as problem solving, teamwork, change management and communication.
However, there is no explicit articulated demand for such approaches. This lack of demand is
not surprising, and neither are the Review findings showing a level of trainee satisfaction with
the IE programme, although this varies between levels and across fields. Teachers are likely
to appreciate professional development of any sort, and there is no question that those
delivering training have subject and professional expertise. However, teachers and their
trainers may not know of a wider range options or alternatives in order to fully evaluate the
relative merits of what they are currently being offered.
4.5.9. The Institute of Education still plays a central role in the provision of traditional
courses, those for new untrained teachers, Headteachers and Supervisors. The Review
highlights however that Field Offices have responded to local needs, seeking support from
other providers, in partnership with development partners, and running their own teacher
training programmes. As there is no overall UNRWA mechanism for quality control of these
courses, and no shared vision of quality education, it is likely that they are addressing a
perceived immediate need. Although courses may have some impact, this is likely to be
limited, as the education system as a whole will not have been reconfigured to support new
approaches. It also has undoubtedly led to fragmentation of the UNRWA education
programme, and is moving UNRWA away from a coherent model of pre-service and life long
teacher professional development to one of fragmented provision.
4.5.10. The Education Reform, discussed in Chapter 5, places teacher education at its heart,
and suggests that in working with teachers and other stakeholders, the Education Department
should take a lead role, drawing on international best practices and research to develop
relevant and up to date programmes and delivery modes for UNRWA teachers. The vision for
teacher education reflects the recommendations of the Review, particularly with regards to
differentiated levels of teachers linked to professional development and performance
evaluation. The specialist model of teacher training is described as suited to a specialist
conception that UNRWA has followed to date, but as limiting flexibility and making little use
of contemporary knowledge. This approach is limiting the model of teaching and learning
with the current practice supporting neither the holistic education that UNRWA advocates for,
nor a model of teacher training and ongoing professional development that the Agency would
strive to establish. Already Fields are considering implementing a generalist model for Grade
4. The Headquarters must therefore support a full scale study into the feasibility and
implications of an overall UNRWA move away from specialist teaching in the ‘primary’
years.
4.5.11. The Review reports the lessons highlighted by World Bank studies from developed
countries, noting that “policy experience of OECD countries on teacher education highlights
the need to: a) shift to focus from individual abilities to communities of practice and to
development of teacher capacities; b) recognise school culture as an asset not an obstacle; c)
link teacher development with leadership development and d) treat teacher education as a
career long development process”.
4.5.12. Highlights of the Review recommendations in the area of teacher education are:
1. New role for Headquarters in teacher education
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