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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
Guidance notes
1. Co-ordinate or facilitate needs assessments for teacher education and
training, including the development of a systematic structure that best meets the present and future needs of the emergency-affected
populations.
See also the Guidebook, Chapter 28, ‘Assessment of needs and resources’.
•
In the case of an inter-agency multi-sectoral needs assessment, undertaken jointly with the government, ensure that teacher training is represented in the needs-
assessment team by internationalnational educators with experience of both pre-service and in-service training in the regioncountry concerned.
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Set in motion a detailed review, for emergency-affected areas, of teacher numbers in the various levels and types of schooling, their gender, qualifi cations and training,
ongoing training programmes and the future need for in-service training and support.
•
Collect information on the structure and contents of teacher training being undertaken by the United Nations, NGOs and other education providers.
2. In consultation with other education providers, develop a framework
such that in-service teacher training provided during emergencies can build up cumulatively towards recognized professional teacher
status.
•
Compare the contents of ongoing teacher training with the national curricula for qualifi ed teacher status, and, in the case of refugees, the curricula for qualifi ed
teacher status in their country or area of origin.
•
Design a curriculum framework that enables teachers to cover the curriculum for qualifi ed teacher status through in-service training modules, which also meet
current emergency needs.
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Work towards recognition of this framework by the national government and, for refugees, by the government of the country of origin.
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Meanwhile, encourage fi eld staff and other education providers to re-structure their training to meet this framework.
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In areas with acute teacher shortages, teachers who have not completed established certifi cation processes but who possess ‘alternative qualifi cations’
should be formally recognized. This is especially important for promoting access to education in early reconstruction contexts such as Afghanistan.
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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
NEED FOR TEACHER TRAINING CURRICULUM STRUCTURE “Seminars and design workshops involving education ministry offi cials and other stakeholders
active in education and in-service teacher training are needed early in the reconstruction process, to harness the energies of the NGO and agency staff as well as the teachers to
implementing training on a common basis across programmes, with common patterns of incentives, within a well-developed modular framework. If the Ministry of Education
suggests a structure, and possible modalities for implementation, it will help the NGOs and other agencies to plan their support.”
Source: Johannessen forthcoming. “The International Rescue Committee, which supported schools for refugees from Liberia
and Sierra Leone who had taken refuge in Guinea, offered extensive in-service training and in-school support to the refugee teachers. The Ministry of Education in Liberia subsequently
recognized the good performance of returnee teachers, but had diffi culty in awarding qualifi ed teacher status, which required completion of a specifi ed training curriculum. A
compromise was reached whereby a teacher, having received training while in exile, was awarded a basic-level teacher qualifi cation. However, it was observed that projects providing
training for refugee teachers should include the elements required for qualifi ed teacher status in the home country and should be well documented.”
Source: Sinclair 2002: 56.
3. Design an integrated programme for teacher training that provides
