Transcript Development Education in Initial Teacher Education across

Outcomes of a European Survey
Kerstin Wittig, Chair of Formal Education Working
Group, DARE Forum
Warsaw, 14 December 2011
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Background
Context of the Survey
Survey on DE in ITE, IST – main findings
DE in Initial Teacher Education – a closer look
Conclusions and Outlook
CONCORD
GENERAL
ASSEMBLY
BOARD
STRATEGIC AIM 2
STRATEGIC AIM 1
CSO Forum
EU Presidency
Task Force
Convenors Forum
(meeting on AdHoc basis)
(not yet in place)
Policy Forum
Policy Coherence
for Development
Task Force
Quadrilogue /
Palermo II
Task Force
Funding for
Development
and Relief
(CWG)
Sub-groups
Deconcentration
Financial regulation
Thematic programs
Budget
Quadrilog
Development
Education
Forum
(CWG)
EU CSO
effectiv.
WG
Sub-groups
School curricula
Code of conduct
on images
Funding
Advocacy
Quadrilog
Cotonou
WG
EU-Africa
Task
Force
AidWatch
(CWG)
Rights
based
approach
Gender
WG
HIV/Aids
WG
Task Force
Sub-groups
Development
Awareness Raising
Aidand Education Forum
Trade
Sub-groups
Instrument for
preaccession
Neighbourhood &
Partnership
Instrument
Sub-groups
Advocacy group
Media and Communications group
Report group
Int Project
Open
Forum on
CSO-eff
EPAN
WG
Project
Project
DEEEP
TRIALOG
SECRETARIAT
Trade
WG
Migration
Thematic
European
Food
security
WG
Food, Agriculture Trade
& Environment Forum
(FATE)
Climate
changre
Task
Force
Development Awareness Raising
and Education Forum
(DARE)
Advocacy
Youth &
Children
Formal Education Communication/
[former:
Code of Conduct
School Curriculum]
Quality &
Impact
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Development Education and the School Curriculum in the
European Union – 2006
Development Education and the School Curriculum in the
European Union – 2009
◦  2 surveys carried out by the DARE Forum, looking at if – and how
DE is integrated into schools across Europe
◦ Huge progress between 2006 and 2009. DE much more prominent in
schools, more NGOs involved, relations between NGOs and relevant
Ministries improved.
◦ Main weakness identified: Limited availability and insufficient levels
and quality of initial teacher training and in-service teacher training
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Survey on DE in ITE and IST: 2010-2011
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Aims of the Survey:
◦ To identify responsible authorities for ITE in each
member state
◦ To analyse how ITE and IST works in terms of credits,
authorities, teaching degrees
◦ To explore the status of DE in ITE and IST in the member
states
◦ To collect and share best practices on DE in ITE/ IST
◦ To look at opportunities for DE in ITE in the coming
years
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Survey
conducted
through online
questionnaire
Sent to all
national
platforms –
completed by 21
countries:
◦ 11 EU-15
countries
◦ 10 EU-12
countries
= countries that
participated
= countries that
did not
participate
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Responsible Authority for ITE
◦ In 10 of the countries, ITE falls under the MOE
◦ In 14 countries, Universities are responsible for ITE
◦  in Czech Republic, Ireland, Estonia, Luxemburg and
France, both MOE and Universities are responsible
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Teacher Degrees
◦ In 16 of the 22 countries, teachers obtain subjectspecific degrees, however in 8 of these countries, an
additional qualification is required, which falls under the
responsibility of the relevant educational authority.
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In-Service Training
◦ IST is offered almost equally by the MOE and by
independent bodies – however, in most cases, the
training centres are officially recognised, or fall under
local authorities.
In Poland, In-Service Trainings are offered by Regional In-Service
Teacher Training Institutions, in addition to the Ministry-run countrywide training.
In Bulgaria, Training Centres for Pre- and In-Service Teachers offer
Trainings. In addition, various NGOs offer trainings on project-basis
In France there are specific local authorities, ‘academies’ that offer IST
– but the quality is not standardized.
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Accreditation System
◦ 13 of the countries (62%) have a credit system where
teachers collect credits for their trainings, irrespective of
whether these are offered by the MOE or independent
bodies.
For example in Italy and Cyprus, NGOs can offer In-service trainings to
teachers, but they are not officially recognised by the educational
authorities.
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7 countries have a
National DE
Strategy that
includes ITE – this
is 1/3 of all
participating
countries!
2 more countries
(Luxemburg and
Latvia) have a
national DE
Strategy, however
it does not refer
to ITE
= DE Strategy with ITE
= no DE Strategy
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Overall, only 8
countries report
that DE is officially
included in ITE (6 of
them EU-15) (38%)
It may not be called
‘Development or
Global Education’,
but yet cover the
same issues and
methodologies
= DE included in ITE
= DE not included in ITE
In Austria, DE exists in the Initial Teacher Trainings in the form of
‘intercultural learning’.
In Belgium, it depends on the colleges, and takes place in collaboration
with NGOs. Some of the colleges organize regular Project Days or Weeks
that link to DE and/or Solidarity Education.
In Finland, it depends on the University. The University of Oulu has
developed an entire teacher training programme focusing on DE
In Ireland, at elementary teaching level, all colleges offer a module on
DE.
In Wales, Education for Sustainable Development and Global
Citizenship is officially included in ITE and IST, and is part of school
inspections.
In France, teachers starting their teaching career have the
opportunity to apply for global educational exchange projects,
taking part in a teacher exchange on a global scale. Through this
initiative, teachers discover other school systems and curricula,
and to open their classroom and mind to global issues such as
Development Education, Sustainable Development Education,
International Citizenship.
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Although DE is not formally part of ITE, pre-service
teachers may still come across a Global Dimension:
In Cyprus, DE is not formally integrated, but there is overlap in
content, many issues are covered. The new curriculum is skills- and
value-based and much closer to DE without mentioning DE.
In Czech Republic, DE is not officially integrated, but NGOs collaborate
with some of the universities and offer courses to students
In Italy, although DE is not officially included, Training of International
Solidarity and Education for Sustainable Development is offered for
example by the Piemonte Region and NGOs, in collaboration with the
schools in the region and Torino University and targets teachers, students
and pre-service teachers
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Overall, the responsibilities for ITE and IST are very
diversified across Europe and even within individual
countries – which makes it more difficult to advocate for a
Global Dimension/ Development Education within ITE
Even though a lot of good examples are found across
Europe on how DE can be integrated into ITE measures,
many of these success stories depend on the initiatives of
individuals, specific universities, training centres or NGOs.
There is a general weakness of a systemic approach to DE
in ITE as well as IST (and the whole school), along with a
lack of quality standards
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Overall, DE in ITE seems to be more prevalent in the EU-15
countries, however new initiatives and content-overlaps can be
found in 6 of the 10 ‘new member states’ as well.
The Platforms of 15 out of the 21 countries state a positive
outlook for the next 5 years in terms of promoting and
advancing Development Education within ITE. This is supported
by Ministerial Decisions, Curriculum Reforms and more of the
authorities being aware of DE.
More political will and greater awareness about the benefits of
DE to the education as a whole may be required – based on
strong collaboration of NGOs, local/ regional authorities,
universities, in-service teachers and educational authorities.
Thank you very much for your
attention!
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Contact Details:
Kerstin Wittig
Head of Global Education Unit
Future Worlds Center – Cyprus
Email: [email protected]
DEEEP website: www.deeep.org