8
I I E P • I N T E R N A T I O N A L I N S T I T U T E F O R E D U C A T I O N A L P L A N N I N G
G u i d e b o o k f o r p l a n n i n g e d u c a t i o n i n e m e r g e n c i e s a n d r e c o n s t r u c t i o n
5. Consider establishing teacher resource centres
Many systems of education have teachers’ support centres, though their effi cacy in changing classroom practice varies. They are especially relevant in locations such as
refugee camps where there is a high population density, and teachers from several schools can use the centre easily. In another approach, resource centres may also
serve students.
6. Support teachers through provision of teachers’ manuals and teaching
materials
•
Although countries may have teacher guides for the various subjects, or corresponding to each textbook, there are often few copies available. Providing
existing or new teacher guides may be helpful to inexperienced teachers.
•
Teacher training often suggests that teachers prepare their own teaching aids. However, they may not have the time, materials, inclination or expertise to do
this. Basic teaching aids should be provided wherever possible including alphabet and number charts, maps, science charts, etc..
THE ZIP ZONA DE INFLUÊNCIA PEDAGÓGICA IN MOZAMBIQUE: A SCHOOL SUPPORT SYSTEM
A school district is divided into ZIPs. The ZIPs were established in 1974 to implement a new education system. The idea was that the school directors and teachers within each ZIP meet
regularly to discuss pedagogical topics, joint planning and elaboration of teaching methods. The ZIP system is being revitalized and has been given much emphasis in the country’s
strategic plan. Meetings are supposed to take place every second week.
The teachers mainly use the ZIPs as a place where they exchange experience and present their problems, and they get new ideas and support from their colleagues. They have closer
contact with the director of ZIP and their colleagues within the ZIP than with the district director’s offi ce.
In the guide for the future of the ZIPs from 1998, the plans were to develop the ZIP as a support to the teachers, students and the community. It would offer training and seminars
to teachers and parents, arrange meetings and discussions as well as exchanges between ZIPs, provide supervision to the schools, and establish resource centres for books and
didactic material for teachers and students.
Source: Johannessen 1998.
9
I I E P • I N T E R N A T I O N A L I N S T I T U T E F O R E D U C A T I O N A L P L A N N I N G
C h a p t e r 1 8 : T e a c h e r t r a i n i n g : t e a c h i n g a n d l e a r n i n g m e t h o d s
7. Recognize that teachers may have suffered stress during the emergency
