Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
support for students with special needs if the school has a special education programme, and correspondingly
provides support for students with special needs,
school micro-climate,
school physical environment,
space, equipment and material-technical resources,
financial resources,
human resources,
personnel management,
personnel continuing education,
self-evaluation of the school’s work,
school development plan,
work of the school’s leadership.
Each Quality Indicator is subdivided into themes.
There are a few core research questions: How effectively does a school work? What is the quality of
teaching and learning processes and what are the achievements of students? What is the quality of the school
management? These questions were answered according to a four level assessment system:
Level 4 – very good: mostly strengths prevail; major
improvements not required
Level 3 – good: strengths prevail ; drawbacks – easily
overcome
Level 2 – mediocre: a number of strengths, but some serious drawbacks;
managerial support and additional resources required to improve the situation
Level 1 – unsatisfactory: drawbacks prevail
Immediate improvements required
The basic principles of the evaluation process are:
• The process has to assist a school to improve its achievements
• The evaluation process is planned on the basis of School Self- Evaluation and Development
Planning.
• The same criteria are used in School Self -Evaluation and External Evaluation.
Some results from the Accreditation of Educational Establishments and Education Programmes in the
2009/2010 School Year:
2500
2000
1500
1000
500
0
508
1383
Diagram No 1. Accredited Educational Institutions and the number of programmes.
508 general educational establishments were accredited (incl. a change of accreditation pages); 1383 general
education programmes were accredited (incl. a change of accreditation pages); 1 establishment – accreditation
was rejected. 408 professional educational institutions and 1923 professional education programmes
were accredited.
15% with
Russian
language of
instruction
Vispārējās izglītības
iestādes
9,2% with
Latvian/
Russian
language of
instruction
Vispārējās izglītības
programmas
408
Profesionālās izglītības
iestādes
0,7% with the
language of
instruction of
ethnic minority
268
1923
Profesionālās izglītības
programmas