|
Global Strategic Planning Meeting on Teacher Training in Human Rights Education June 2005 - New York, U.S.A. | other working sessions |
| |
who
|
goal
|
agenda
|
evaluations
|
blog
regional surveys and reports | outcomes | other documents |
| ASEAN States - Teacher Training Survey | ||
| (scroll right for more >> ) | INDONESIA
|
MALAYSIA
|
PHILIPPINES
|
THAILAND
|
VIETNAM
|
|||||
| PRE-SERVICE | IN-SERVICE | PRE-SERVICE | IN-SERVICE | PRE-SERVICE | IN-SERVICE | PRE-SERVICE | IN-SERVICE | PRE-SERVICE | IN-SERVICE | |
| 1. What are the structures or institutions available in your country to conduct pre-service and in-service teacher training/professional development? | Teacher Training schools for primary education called Sekolah Pendidikan Guru (SPG), Institutes of Teacher Training, Education (IKIP) and Open University | Government Institute of Teacher Training, Science Training Centers, English Training Centers and other Centers, Teachers' Clubs, Principals' Clubs | Teachers Colleges and Universities (30) | Teacher Education Division of the Ministry of Education, The Training and Staff Development Unit of the MOE, The Aminuddin Baki National Institute of Education Management, The Educational Planning and Research Division, The Curriculum Development Center, and The Schools Division; In-Service Education Coordination Committee | Teacher Education Institutions both public (100) and private (367) | National Educators' Academy, Department of Education, Schools, Divisions, and Regional Centers, English and Science Centers, INNOTECH, Regional Educational Learning Centers | 36 Teachers' Colleges under the Department of Teacher Education and 20 campuses of university faculties of education which are under the Ministry of University Affairs; | Department of Teachers Education and other departments within the Ministry of Education | Normal Schools and Professional Teachers' Colleges | Institute of Education, National University in Hanoi, Department for Primary Education, Offices of Education in provinces and and districts |
| 2. Which institutions are responsible for ensuring the quality and effectiveness in your country of pre-service and in-service teacher training? | Ministry of Education | Ministry of Education | Ministry of Education | Central Curriculum Committee | Commission on Higher Education, Teacher Education Council, State Universities and Colleges Teacher Education Association, and Accrediting agencies | Department of Education | Department of Teachers Education within the Ministry of Education; Thai Teachers' Council | Department of Teachers Education within the Ministry of Education | Ministry of Education | Ministry of Education |
| 3. Which institutions are responsible for policies in your country/region of pre-service and in-service teacher training? | Ministry of Education | Ministry of Education | Ministry of Education | Teacher Education Division of the Ministry of Education | The Commission on Higher Education | Department of Education | Department of Teachers Education within the Ministry of Education | Department of Teachers Education within the Ministry of Education | ||
| 4. What studies or evaluations have been completed in your country/region for a pre-service and in-service teacher training? | Evaluation is a built-in feature of the in-service programme | The number and variety of in-service education programmes implemented have made it impracticable to undertake a systematic, comprehensive evaluation of all programmes | Congressional Education Committee Report of 1991 | Evaluation is a built-in feature of the in-service programme | Annual evaluation of teacher education programmes | Annual evaluation of teacher education programmes | ||||
| 5. What effective practices exist in your country/region for pre-service and in-service teacher training? | Continuing curricular reform and adoption of national development plans | Training of mobile training team called Tim Penatar Keliling (TPK); use of radio programmes | Continuing curricular reform and adoption of national development plans | Cascade Strategy, Distance Learning, Mobile in-service education unit | Identification of centers of excellence in pre-service education | Cascade Strategy, Distance Learning, Mobile in-service education unit | Continuing curricular reform and adoption of national development plans | Cascade Strategy, Distance Learning, Mobile in-service education unit | Continuing curricular reform and adoption of national development plans | |
| 6. What ways have institutions in your country/region used to monitor, be accountable and/or measure effectiveness of pre-service and in-service teacher training? | Evaluation is a built-in feature of the in-service programme | Performance in the licensure examination for teachers, evaluation by accrediting agenciesS | Evaluation is a built-in feature of the in-service programme | Evaluation is a built-in feature of the in-service programme | Evaluation is a built-in feature of the in-service programme | |||||
| 7. What strengths exist in your country/region for including human rights education into pre-service and in-service teacher training? | HRE is constitutionally mandated, there is an executive order, and a department order, and included in the licensure examination for teachers | HRE is constitutionally mandated, there is an executive order, and a department order, and included in the licensure examination for teachers | ||||||||
| 8. What weaknesses exist in your country/region for pre-service and in-service teacher training? | Teacher educators do not have formal training; the view that the teaching of Philippine Constitution is similar to HRE | HRE is equated with activism and communism, thus not normally considered a relevant topic for in-service unless integrated in more interesting topics in different subject areas; the lack of incentive for human rights educators | ||||||||
| 9. What opportunities are there in your country/region for human rights education in pre-service and in-service teacher training? | Having been included in the licensure examination for teachers creates a demand for HRE | The role that Philippine Normal University can play as center of excellence in teacher education in the promotion of HRE | ||||||||
| 10. What are the threats and obstacles that exist in your country/region for human rights education in pre-service and in-service teacher training? | The declining resources available for HRE | The declining resources available for HRE, HRE is equated with activism and communism, thus not normally considered a relevant topic for in-service | ||||||||