Attachment_J.4_Teacher_Education_Strategy.pdf

March 2008

Teacher Education Strategy in Palestine

Teacher Education Strategy in Palestine he Teacher Education Strategy ... Development Aspirations

Teacher-Education strategy in Palestine - Executive Summary

Introduction: The Educational System in Palestine and the need for a strategy

A Summary of the Methodology used in Developing the Strategy

Objectives:

The specific objectives

Organization of the Strategy document

1.A Vision for Teachers

2. Teacher Education programs and the Institutions that provide them

3.In-Service Teacher Education

4. Teaching profession

5. MANAGING THE SYSTEM

A list of the Reference and Consultative Members

Arabic References

English References

Table of Contents

T5

It is no mere coincidence to see the efforts of the Ministry of Education and Higher Education (MOEHE) merge with the efforts of higher education institutions and those of the partner organizations, local and worldwide, in order to come up with a national strategic plan that targets the human educational cadre, in particular teachers, so that they can advance along with their students towards excellence and distinction. The launching of this project harmonizes in-service and pre-service teacher education towards attaining good outputs that can assist the students and reinforce the role of teachers in a comprehensive development process. This can also give room to modernizing the educational systems in accordance with the accelerating scientific and technological advancements.

In their efforts to bridge the clear gap between methodologies of teacher training programs, the MOEHE along with the local and international partners embarked on setting up clear policies that can upgrade the teaching profession and develop the teacher training and qualification programs towards a well planned strategy.

Based on this premise, we need to have the best teachers and we have to bring out the best in our teachers. During the phase of preparing the second five-year plan of the MOEHE, there were discussions on several topics and approaches that aim to tackle the issue of quality of teachers and the appropriate conditions that enable the teachers to offer their maximum potentials despite the hard economic conditions and, above all, despite the conditions and measures imposed by the Israeli occupation.

As the plan posed the issue of quality as its approach and slogan, several themes were discussed as they can assist towards better quality of teaching. Moreover, this strategy which has been developed in a participatory approach is considered the axis of the whole process as it highlighted the role of partnership between the MOEHE and the UNRWA schools and the higher education institutions.

We seek through this strategy to offer the teachers a matrix and pattern of knowledge, general and specialized skills, values and positive attitudes through improving work conditions; we also aim to study the possible means to improve the living conditions of teachers so that we can have a competent and efficient cadre of qualified teachers who represent the cornerstone in any process to improve the students’ teaching opportunities in the Palestinian schools. We also aspire to develop the pre-service teacher training programs at higher education institutions, and develop also in-service training programs and continuing professional development and development of the teaching profession. The strategy defined its goals in providing chances for all students to benefit from education, developing the administrative and financial systems, and improving performance.

To conclude, I would like to express my deep gratitude to the MOEHE team and to our partners in the universities and national and international institutions who cooperated with us to accomplish this strategy; I would also like to thank the UNESCO and the Government of Norway and all individuals, organizations and countries that provided support to make our efforts succeed.

Peace be Upon you

Professor Lamis Mustafa al-Alami Minister of Education and Higher Education

THE TEACHER EDUCATION STRATEGY … DEVELOPMENT ASPIRATIONS

The need to improve the quality of education in Palestine.

The need for clear and explicit policies for teacher education and for the continuing development of teachers

The large differences in the ways teachers are qualified and professionally supported by different institutions.

The need to develop the teaching profession.

The need to build the capacity of the Ministry of Education and Higher Education (MOEHE) to manage the teacher education system.

Strategy Development Process The teacher education strategy project was developed by UNESCO who acquired the necessary funding.

A Teacher Education Reference Group (TERG) was formed consisting of 14 members with expertise in teacher education chosen from MOEHE, UNRWA, higher education institutions and civil society. The Group met 15 times on an average of once every two weeks between April 2007 and January 2008. It made use of statistical and field studies on the current situation and reviewed international trends before submitting its recommendations.

The Rationale for a National Teacher Education Strategy

Teacher Education Strategy in Palestine:

Executive Summary

A Teacher Education Consultative Group (TECG) was also established consisting of 30 members, and headed by the Minister of Education and representatives from higher education institutions, directors at the Ministry, administrators at UNRWA, civil society and some teachers’ unions. Reports submitted by TERG were studied, and feedback was given to

TERG.

Participation in developing this strategy was large. A semi-final draft was sent to 93 Palestinian educators and related persons for feedback.

Strategy Components:

A Vision for Teachers.1.

Teacher Education Programs.2.

Continuing Professional Development 3.

Programs.

The Teaching Profession.4.

Managing the Teacher Education System.5.

1. A Vision for Teachers The Teacher Education Strategy aims at qualifying and preparing teachers who are characterized by the following qualities and values:

Committed to their students, and towards 1.

educating all of them, to facilitate their normal and comprehensive development in order to be able to build and live in an independent, democratic, just and diverse Palestinian society that is in harmony with Arab, Islamic and human culture.

Possess general knowledge, as well as subject 2.

matter knowledge, use a variety of teaching methods that respect the students and make them active learners, who are able to transfer knowledge, to improve and develop their different life-skills including problem solving and critical thinking.

Bear the responsibility of monitoring and 3.

guiding their students’ learning.

Think systematically about their practices, 4.

learn from their experiences, and continue to develop professionally during their service.

Work with their colleagues as members of a 5.

community of learners.

2.Teacher Education Programs and the Institutions that host the Programs It is recommended to develop and accredit five kinds of programs:

Pre-school Teacher: A program that grants a BA in 1.

Education with a major in pre-school education provided by Education Departments/Faculties in universities and colleges. In the interim period, two-year programs by community colleges are also acceptable.

Lower Basic Education Teacher (grades 1-4): a 2.

program that grants a BA in Education.

Upper Basic Education Teacher (grades 5-10): It 3.

is possible to enroll in one of the following two programs:

i. BA in Education, from the Faculty of Education, with a major in Upper Basic Level.

ii. A BA in a subject taught at the Upper Basic Level from the Faculty of Science or Arts + Teacher Education Diploma A (for the Upper Basic Level), from the Faculty of Education.

4. Secondary School Teacher (grades 11 and 12):

BA in a subject taught at Secondary Schools from an appropriate faculty like the Faculty of Science or Arts + Teacher Education Diploma B (for the Secondary Level) from the Faculty of Education. Modifications of this requirement that are congruent with the vocational and technical education strategy are acceptable.

5. Tertiary Level Teachers and Educators: Teacher Education Diploma C, (for higher education and adult education faculty/trainers).

The Curriculum of Teacher Education Programs It is recommended that the curriculum includes:

General knowledge Knowledge of learners and the way they develop Knowledge of subject matter and of curriculum objectives.

Knowledge and skills of teaching

Teaching and Learning Methods in Teacher Education Programs It is recommended that these methods include the following characteristics:

To help in learning, reflecting and applying knowledge.

To confront the student-teachers’ previous conceptions and attitudes.

To help transform knowledge into practice.

To help the student-teacher to analyze different classroom teaching and learning situations.

To use promising modern methods of teaching, such as case-based approaches and action research.

Field experiences (practice teaching) It is recommended that field experience:

Is given priority in terms of its organization and evaluation.

Consists of no less than 180 hours.

Requires cooperation between teacher education programs and some partner schools.

Develops mechanisms for quality assurance and improvement.

Qualifying Specialists, Principals and Supervisors

It is recommended that the following personnel obtain academic/professional education at higher education institutions:

Special education teachers

Specialists in guidance and counselling

School principals.

Educational supervisors

Principals and supervisors can also be trained in-house by MOEHE and UNRWA in cooperation with universities.

Developing Higher Education Institutions It is recommended to develop:

Human and financial resources in teacher preparation programs.

New or extended programs like the Education Diploma or Special Education Programs.

Research, cooperation and the exchange of experience between workers in the field of teacher education.

3. Continuing Professional Development Programs

A program framework It is recommended to develop four kinds of programs:

Experienced teachers with insufficient teacher education should be enrolled in an appropriate Diploma in Education provided by a Faculty of Education.

Experienced teachers with insufficient knowledge of their subjects should be enrolled in an appropriate BA/BS program at a university.

Qualified and experienced teachers should be enrolled in programs to fulfill individual, school and national needs.

Qualified new graduates should be offered

Executive Summary

Accrediting teacher education programs on a regular basis.

Motivating students of high ability to enroll in teacher education programs.

The Ministry, in cooperation with the universities, conducting studies about the quality of the graduates of different teacher education programs and their performance.

Improving the balance between supply and demand.

Enhance the Ministry’s performance in organizing and supervising teacher continuing professional development processes by:

Determining the parties in the Ministry responsible for the different aspects of in-service teacher education (supervision and accreditation, organizing or supplying services).

Accreditation of the institutions providing continuing professional development programs and activities, and the regular accreditation of these institutions’ programs through program reviews.

The use of the new standards by educational supervisors and principals in defining teachers’ needs for continuing professional development.

Capacity Building of the Ministry through the further development of :

Human resources including offering continuing professional development opportunities to principals, supervisors and administrators at the directorate level and for the administrators at the Ministry level.

The Accreditation and Quality Assurance Commission (AQAC).

The educational information management system.

A less centralized system.

Additionally, it is recommended that a Commission for Developing the Teaching Profession be established.

induction programs provided by MoEHE or

UNRWA.

Other recommendations for continuing professional development programs included in the strategy It is recommended to:

Specify the characteristics of different programs.

Develop programs to train principals, supervisors and the workers at the educational offices in different directorates.

Develop research and cooperation between those working in the field of Teacher Continuing Professional Development.

4. The Teaching Profession It is recommended to:

Enhance the working conditions, and study the possibility of increasing teachers’ salaries.

Develop career stages: new teacher (under probation for a year or two), teacher, first teacher, and expert teacher, in addition to developing promotion regulations.

Specify standards for teachers.

Specify mechanisms to grant teaching certification or licenses.

Develop the process of teacher selection and deployment.

5. Management of the System It is recommended to:

Enhance the Ministry’s performance in organizing the teacher education process and supervising it by:

Developing internal mechanisms (in teacher education programs) to assure and enhance the quality of teacher education programs.

he Palestinian Authority assumed responsibility for Education in Palestine in 1994 when it immediately formed The Ministry of Education and Higher Education. In 1996, a new Ministry was formed under the name of “The Ministry of Education and Higher Education and Scientific Research”, and was given responsibility for higher education whereas the mother ministry kept the name of “The Ministry of Education”. In 2002, the two Ministries were merged into one Ministry under the name of “The Ministry of Education and Higher Education” (MoEHE).

The Education sector is considered to be the biggest among the services provided by the Palestinian Authority through its Ministry of Education and Higher Education, which takes responsibility for the funding and administration of the public schools, in addition to supervising schools in the private sector. According to 2006/2007 statistics, the Ministry of Education runs 76% of the total number of schools in Palestine, UNRWA runs 12.3%, whereas the private sector runs 11.7% of the total number of schools in addition to all the kindergartens.

The pre-university educational system in Palestine consists of two stages: The pre-school stage (kindergarten) which lasts for two years for children whose ages range from 4-5 years. The second stage is the stage of General Education

Introduction: The Educational System in Palestine and the Need for the Strategy.

T

(school education) which lasts for 12 years starting from grade one and ending in the 12th grade.

The General Education stage is divided into two levels:

A. Basic (Compulsory) education, which consists of grades 1-10. This stage is also divided into two levels. The Lower Basic Level (Preparatory) which includes grades 1-4 with students whose ages range from 5 to 10 years, and the Upper Basic Level (Empowerment) which includes classes from grades 5-10 with students whose ages range from 11 to 15 years.

B. The Secondary Stage (Take-off) includes grades 11 and 12 and is divided into “Academic Education” and “Vocational and Technical Education”, with students whose ages range from 16 to 18 years.

Academic Education is divided into two streams, the Scientific Stream and the Literary Stream (Human Sciences). Students can choose one of these streams based on their ability, academic achievement in sciences and their personal preference.

As for vocational education, it consists of Commerce, Agriculture, Industry, Tourism, Home Economics, and Vocational Apprenticeship.

The number of schools and kindergartens in the Palestinian Territories in the scholastic year 2006/2007, was 3282 schools and kindergartens.

The number of students studying in these schools and kindergartens was 1,164,225 students, and the number of teachers teaching in all the stages reached 54,217 teachers.

When the responsibility for education was handed down to The Ministry of Education, it faced the problem of having two different curricula; the Jordanian curriculum in the West Bank and the Egyptian curriculum in Gaza Strip.

The priority of the Ministry of Education was to build a Palestinian curriculum that satisfies the needs of the Palestinian students and at the same time unites the educational system in Gaza Strip and the West Bank. During the first five-year-plan

2000-2005 the curriculum for classes 1-11 was prepared and implemented and the syllabus for the 12th grade was completed in the middle of 2006, and was implemented in the scholastic year 2006/2007. The most important changes made by this Palestinian curriculum were introducing Civic Education, National Education, Christian Education, Technology, and Arts and Crafts into the syllabus in addition to introducing the English Language from the first grade instead of the fifth grade as was previously the case.

The Ministry of Education inherited a Palestinian educational system in ruins. Throughout the 30 years of Israeli occupation, Palestinian educational institutions were neglected both at the infrastructure and the human resource levels.

The absence of political stability and security under the Israeli occupation, especially during Al- Aqsa Intifada (uprising), and what followed from destruction in the educational process, resulted in the need for emergency programs in order to re-build the whole school infrastructure and also to regain some balance in the psychological and health conditions of students and teachers who were subject to the aggression of the Israeli occupation forces.

The Ministry of Education started to prepare an emergency plan and, at the same time, started to prepare and provide the requirements needed for a national and comprehensive plan for education benefiting from the experiences of other Arab and foreign countries. Under the supervision of the Ministry of Education and with the help of the local and international community, a five-year plan was developed based on examining and analyzing the education sector in all its aspects and identifying its strengths and weaknesses.

The most significant challenges that faced the educational development process were to maintain the high enrolment rates at the Basic Education level and to raise the low rates of enrolment at the Secondary stage, as well as to improve the supervision system and the qualitative assessment of education. In addition the improvement of the content, methods and strategies of teacher education programs was seen as critical. As for the challenges resulting from the emergency conditions, a number of alternative strategies were set up to face such challenges as the emergency plan during Al Aqsa Intifada. Also, there was the Palestinian national plan for “Education for All” which seeks to achieve the general goals and obligations that governments and international communities pledged to achieve at the International Forum for Education in Dakar, Senegal held in 2000.

Perhaps the most influential factor in the educational process is that of selecting and educating teachers, in terms of both pre- and in-service education. It is well known that there is an urgent need in Palestine to re-examine this process and to improve and develop it. A pressing need emerged to develop a national strategy for teacher education in Palestine. UNESCO responded positively to this, and led the process of preparing and applying this strategy. In its sixth meeting, the joint committee of UNESCO and the Palestinian Authority held in Paris in July 2004, approved a flagship project. An initiative for teacher education was set, and an international consultant was appointed to work with everybody concerned to develop and support a joint process (on the national level) to develop a teacher education strategy. The participation of Palestinians in this process was very important and a prerequisite for the success of this project.

After developing the project, the Norwegian Government decided in November 2006 to fund the project for developing a “Teacher Education Strategy” through the UNESCO offices in Ramallah, which took the responsibility for supervising the project and providing the necessary technical assistance. This project aimed at developing a comprehensive national strategy for educating teachers, and to improve the qualifications of those responsible for teacher education.

This strategy is described in this document. It is worth mentioning here that the process of

Summary of the Strategy Development Methodology The process of developing the national teacher education strategy depended on two groups, The Teacher Education Reference Group (TERG) and the Teacher Education Consultative Group (TECG). TERG was made up of 14 members from the Ministry of Education and Higher Education, universities, civil society institutions and UNRWA in addition to the national coordinator of the group. This group started working on April 7th 2007. It held 15 meetings at the rate of about one meeting every fortnight. During these meetings, the components of the strategy were defined.

Each component was studied and discussed separately and special recommendations for each one were set. The work mechanism in this group included the presentation of brief statistical and descriptive field reports about the status quo by the national coordinator and his team. The team also presented studies that summarized the international developments and trends for a specific subject, in order to clarify the alternatives available, for most of the meetings, in addition to providing members with questions to be discussed. The minutes of each meeting were presented for further discussion and approval.

TERG presented reports of its work to the TECG for feedback and recommendations. TERG members decided to base their work on a social-constructivist orientation to learning on the one hand, and a professional orientation to teacher preparation and continuous development on the other hand.

TECG was headed by the Minister of Education and developing the teacher education strategy must be consistent and in harmony with other aspects of the educational process, such as the five-year-plan 2007-2011, and the national strategy for education and vocational training, and other future strategies, such as the strategy for the assessment and improvement of the new Palestinian curriculum.

Introduction

Higher Education, and consisted of 35 members from all parties concerned such as MoEHE, the higher education institutions, the institutions of the civil society, and the international community in addition to other ministries. This group started working on 23/6/2007. It held 3 meetings during which the reports presented by TERG were discussed in order to give the necessary comments and feedback.

Changes in the strategy were made accordingly.

On 20th October 2007, the draft strategy was sent to 93 Palestinians concerned with this issue who worked in different fields in Palestine, to give their comments and points of view. 26 (28%) of them responded with their comments. A copy of the draft was sent to the members of both groups for final revision. Two experts also revised the draft;

one from a university in Norway and the other from the International Institute for Educational Planning in Paris. The document was slightly modified according to the feedback, and this final version was produced.

The General Objective of the Strategy This strategy aims to develop sufficient and efficient teachers in order to improve the learning opportunities for all Palestinian students in all schools.

Specific Objectives The strategy aims at developing:

1. Teacher education programs and the higher education institutions that provide them.

2. Programs of in-service education and of continuing professional development.

3. The teaching profession.

4. The management of the teacher education system.

The Organization of the Strategy Document The document consists of the following components:

1. A vision for teachers.

2. Teacher education programs and the institutions that provide them.

3. In-service education and continuing professional development.

4. The teaching profession.

5. Managing the teacher education system.

After presenting the vision, a situational analysis of each component is presented, followed by a section that sets the grounds for the recommendations, providing an explanation of the needs and principles that led to them. Finally the recommendations are presented.

n its five-year plan 2007-2011, the Ministry of Education defined a vision for teachers in Palestine that aims at preparing the Palestinian individual to have the following characteristics:

To be proud of his/her Arab Islamic nationality, religion, culture, and Homeland

To participate in the development of his/her society

To seek knowledge and creativity.

To interact positively with the requirements of scientific and technological development.

To be able to compete in scientific and technological fields.

The five-year plan also defined the principles of the strategy with an emphasis on education that:

Is a human right for all.

Preserves the national identity and protects its national heritage.

Contributes to the building of a Palestinian State.

Supports the principles of democracy.

Contributes to comprehensive development.

I

1. A Vision for Teachers

Copes with scientific and technological development.

Is student-centered and builds his/her integrated personality, fostering creativity and tend to the students’ special abilities.

Strengthens the teachers’ professional and social status.

Strengthens the responsibility of the community towards education. (Universities, private and official institutions …..etc.)

The strategy also defined its goals in providing an opportunity for all Palestinian students to have a proper education, developing the Ministry’s administrative and financial systems, improving its performance and improving the quality of education.

According to this strategy, it is recommended that the Teacher Education Strategy should be determined by the following vision:

The Teacher Education Strategy aims at qualifying and preparing teachers who are characterized by the following:

Committed to their students, and towards educating all of them, to facilitate their normal and comprehensive development in order to be able to build and live in an independent, democratic, just and diverse Palestinian society that is in harmony with Arab, Islamic and human culture.

Possessing general knowledge and subject matter knowledge, able to use a variety of teaching methods that respect the students and make them active learners, able to transfer knowledge, to improve and develop students’ life-skills including problem solving and critical thinking.

Bearing the responsibility of monitoring and guiding their students’ learning.

Thinking systematically about their practices, learning from their experiences, and continuing to develop professionally during their service.

Working with their colleagues as members of a community of learners.

The institutions that provide teacher education programs, the programs, and their titles.

The number of higher education institutions in Palestine in the scholastic year 2006-2007 reached 11 universities, 13 university colleges and 19 community colleges, totaling 43 educational institutions in all. The number of institutions that provide programs in education in different specialties is 10 universities, 6 university colleges, and 3 community colleges. The number of programs in education is 65, 48 of which aim at qualifying teachers, whereas the others provide training in counselling, educational computers and MA degree programs.

There are differences in the titles of similar programs in different institutions. In 2004, The Ministry of Education and Higher Education listed specific titles for the certificates granted by such programs for the different levels and the different subjects at the universities and community colleges. However, because the Ministry did not circulate these names and did not relate them to the school stage that the program qualifies for, some higher education institutions do not use them or are not fully acquainted with them.

First: Situation Analysis and the institutions that provide them.

2.Teacher Education program, The Role of Teacher Education in the Process of Selecting and Appointing Teachers.

There is no current consensus on the minimum qualifications needed to be able to work as a teacher at specific school levels or for teaching different subjects. At government schools the practice was to appoint one teacher only for each of grades one and two, usually a graduate of the “classroom teacher” program. In third and fourth grades one teacher of sciences whose major is in science or mathematics was appointed, and another teacher was appointed for the Arts whose major is in Arabic Language. If that was not possible then an “Elementary Education” teacher was appointed.

These days most schools prefer to appoint one teacher for Sciences and another for Arts starting from the first grade. This is because graduates of some classroom teacher programs are not capable of teaching all subjects, especially sciences. In addition, MOEHE prefers to appoint an English language teacher to teach this language for the Lower Basic Level and in some cases a PE and Arts and Crafts teachers are also appointed.

The current situation does not encourage students to enrol in teacher education programs because there is no great weight given to such programs in the process of appointing new teachers. (2% at the Ministry of Education and 4% at UNRWA schools in the West Bank). The rest of the weight goes to experience, subject matter knowledge, and knowledge of education. All these are measured by an entrance exam in addition to other considerations such as the personality, which is evaluated in a personal interview.

The situation at the UNRWA schools in Gaza strip is different. Starting from the scholastic year 2007/2008 applicants for a teaching position should have educational credentials. This qualification is a pre-requisite for appointing teachers there.

Characteristics of Teacher Education Programs Some of the teacher education programs at the higher education institutions offer programs for different school levels in one single program

(pre-school and Lower Basic levels or Upper Basic and secondary levels). There is a shortage of Pre-School Teacher Education programs; all the existing programs grant a two-year diploma only. The only BA program, which is at Bethlehem University, was frozen because of its unpopularity due to the low salaries paid to its graduates. The Ministry of Education, though, in its second five-year plan 2007-2011 adopted a policy to improve Pre-School Education through increasing the total number of children enrolled in kindergartens by establishing public kindergartens and by encouraging the private sector to establish at least one kindergarten in every neighborhood depending on its size. This plan may help increase the popularity of Pre-School Teacher Education Programs and improve them to become university level programs.

As for the Lower Basic Level (Grades 1-4), there are many higher education institutions that provide BA programs for teachers of this level. There are some important differences in the curricula of these programs. In some, students have to study all the courses at the Faculty of Education, while in others they study courses such as Arabic Language, mathematics and sciences at other university faculties. The students in some programs study the school curriculum in depth, and in others they study it at a superficial level.

There is also some variation in the total number of credit hours required for graduation. They range from 125-144 credit hours. There is still a debate on whether to qualify one classroom teacher for this level or to introduce some specialization, e.g. a teacher for sciences and a teacher for the Arts. This controversy reflects the different points of view about children’s needs at this stage and about the aims of school education.

As for the Upper Basic Levels (Grades 5-10), many programs qualify teachers for this stage and in different “fields” such as “teaching Social Sciences” and “teaching Biology and Geology”. There are also different titles for the certificates granted by these programs such as “Teaching Technology” or “Technology Education”. This diversity reflects the theoretical difficulty in finding one definition for the word “field”. In addition to that, other programs qualify teachers to teach classes 5-12, especially at universities in Gaza Strip.

A few programs provide an Education Diploma for the Secondary Level. These programs also differ in level. Some are at the postgraduate Diploma level and some at the undergraduate level. Some specialize in teaching one specific subject whereas others give a general Diploma. Some qualify other than secondary stage teachers. Finally some programs give in-service training and pre-service training together.

There is a huge diversity in the quality of teacher education programs for physical education, music education, arts and crafts and vocational education, in terms of content, especially in the amount of educational training included as well as the level (two-year Diploma or BA degrees).

The Curriculum of Teacher Education Programs, and Teaching and Learning Methods used There are large differences in teacher education curricula in higher education institutions. Many of these programs need to be modified and updated according to the specific vision mentioned in this document and in order to be in harmony with international trends and practices in teacher education programs. The teaching and learning methods used in many of these programs are limited. There is also a big difference in the total number of “practice teaching” hours required, that is in field experiences at schools. The time spent at schools is very limited in some programs and in many cases, the experience taken from such practical training is not useful due to a lack of cooperation from the schools and teachers, or even because the cooperating teachers are not qualified themselves. Supervision and support given by such programs to the student-teacher are sometimes very limited. Finally, the courses given, in most cases, are not sufficiently related to the school context.

Qualifying the Education Supporting Staff There are many MA programs in education in the Palestinian universities in different fields such as school administration, curriculum and instruction, and counselling. Students can specialize in one of them at the MA level without having been in a pre-service Teacher Education Program.

However, there is a shortage in the number of programs that train support staff; there is no program in special education at the BA or MA levels at any of the Palestinian higher education institutions. A BA degree in counselling is granted at 3 universities in Gaza Strip and at the MA degree level in one West Bank university. There are no specified standards for the pre-service education needed to train these specialists.

Human and Financial Resources A large percentage of education faculty at the universities and colleges do not hold a doctoral degree (50%). In some of the universities, the teachers are graduates from a limited number of countries. Some of them who hold an MA degree do not have sufficient personal teacher education, which means they do not hold a Diploma in teacher education. In some cases also, the university instructors in education do not have enough experience in the level for which s/he is training her/his students, and does not present models of modern teaching methods. There is also a shortage in some specialities in education such as teaching social sciences and languages.

Finally, there is a shortage of physical resources in many education programs, especially in teaching aids and educational technology The coordination between teacher education programs and their relevance to the needs of the schools.

Some teacher education programs, such as lower basic education, are offered by higher education institutions that are in close proximity. There is also an overproduction of graduates in some programs. Some institutions offer a great number of programs for different school levels, thereby exerting a lot of pressure on the human and financial resources in these institutions.

Interaction between workers in the teacher-education field The interaction between workers in field of teacher education in the Palestinian territories is

2.Teacher Education program

Second: Setting the Grounds for Recommendations This situational analysis shows the need to organize and develop a process for educating teachers prior to their service, and to improve the relevance of such programs to the needs of the school.

Improving the quality of these programs requires a framework for teacher education programs for the different school levels, including pre-school education due to its importance, and for teaching different school subjects including Arts and Crafts, Music, PE and Vocational and Technical Training.

The improvement also requires specifying the characteristics of teacher education programs at higher education institutions as well as for programs for educational specialists, that is, special education teachers, supervisors and school counsellors. It is essential that these characteristics be in harmony with the new international trends in the curriculum of teacher education programs, with appropriate teaching and learning methods used in teacher education and with international experiences in how to

Program Title Level and title of certificate/degree

Faculty or department that grants this degree

Program objectives

To qualify teachers to

Other classes the graduate can teach with permission from the school principal and the education supervisor**

1- Pre-School Education Program (ages 4-6)

BA degree in Education with a major in Pre-School Education

In the interim: Two-year diploma

Faculty or Department of Education

Community college

To teach in Pre- Schools and Kindergartens

Grade one (for graduates of bachelor degree programs only)

2- Lower Basic Education Program

BA in Education with a major in teaching Lower Basic Level

Faculty or Department of Education

To teach all subjects at this stage. (Grades 1-4)

Not possible ***

2.2 General Characteristics of the Programs

benefit from practical experiences at the schools within teacher education programs.

Improvement also requires developing the higher education institutions that provide teacher education programs. Each institution should develop its own “identity” by focusing on specific specializations or specific school levels.

Developing the human and financial resources at these institutions is also needed as well as developing research on teacher education within and between the institutions.

severely limited. Research on teacher education is rarely conducted, and if so, it is not disseminated among Palestinian educators.

Third: Recommendations

2.1 Developing a framework for Teacher

Education It is recommended to specify four types of teacher education programs for the different school levels and for the teaching of different school subjects, and a fifth type for university teachers, trainers and those who work in adult education:

Kindergarten teachers (pre-school).1.

Lower Basic Education teachers (grades 1-4)2.

Upper Basic Education Teachers (grades 5-10)3.

Secondary School Teachers (grades 11 and 12)4.

Educators and Trainers at the post-secondary & 5.

tertiary level.

3- Upper Basic Education program:

Program A

Program B

a) BA in education with a major in teaching upper basic level

- Teaching X*

Faculty or Department of Education

To teach one specific subject or field (a small group of subjects) for Grades 5-10.

Not possible ***

b) 1- BA degree in sciences or Arts or other (such as engineering for TVE schools), in a subject taught at schools.

2- Diploma in education for Upper Basic Level: teaching a specific subject or field X* (or an MA that aims at qualifying teachers for this stage).

1-Faculty of Science or Arts or any other, but not the Faculty of Education.

2- The Faculty or Department of Education.

To teach a specific subject for Grades 5-10

Not possible

4- The Secondary Education Program

1- BA degree in Science or Arts specializing in a subject taught at schools.

2- A Diploma in education for the Secondary

Level specializing in teaching a specific subject or (MA degree in education).

Faculty of Science or Arts or other but not the Faculty of Education.

Faculty or Department of Education

To teach a specific subject for Grades 11 and 12.

Grades 8-10

5- Program for training educators and trainers for the tertiary level

Diploma in teacher education specializing in higher or adult education

Faculty or Department of Education

To qualify university teachers and adult educators

Tertiary level students

*x = Arabic, English or French language (or any other language taught at schools), Mathematics, Christian or Islamic education, Technology, science (not physics or Chemistry …etc), social sciences (not History or Geography …etc) or any other subject approved by the Accreditation and Quality Assurance Commission (AQAC) in coordination with the Commission for the Development of the Teaching Profession (CDTP). See recommendation 5:35 below.

** It is possible for the teachers to teach other subjects or other classes only if necessary to complete their loads and as recommended by the school principal and the approval of the director of the related education directorate.

*** It is possible to get in-service education to teach other classes. See recommendation 3.1- changing the nature of the teacher’s work.

2:21 Additional Clarifying Recommendations:

Teacher education programs that do not comply with this framework cannot be accredited.

All teacher education programs should at least be at the BA level, except for preschool education programs in the short term.

A minor in Education at a BA level is not considered as a teacher education program.

The existing MA degrees in education are also not considered as teacher education programs because the student can enrol in such programs without having a previous Diploma in Education, and these programs do not aim at initial qualification for teachers.

For example, they do not include any courses in practical education. This does not prevent the development of MA programs specifically for qualifying teachers if they were accredited from AQAC as such; that is if they have all the conditions mentioned in recommendation 2.3 below.

Existing teacher education programs that qualify for teaching at the Upper Basic Level and the Secondary Level together (in the same program), are not accepted as official teacher education programs. The same applies to the programs that qualify to teach a field not specified in the above framework, such as programs for the Upper Basic Level specializing in teaching Biology and Geology.

A Professional Diploma is not considered as a teacher education program nor as a program for education specialists.

In all cases, obtaining a suitable professional education that is accredited by MoEHE is a necessary, but not a sufficient, prerequisite for teaching. This profession requires additional conditions in order to get a permit to practice (see recommendation 4.4 below).

These recommendations apply to all school teachers including Arts, Music, and PE teachers and the Vocational and Technical trainers at Vocational Schools as well. It is recommended to improve the Music, Arts and Crafts and PE Teacher Education Programs that comply with the recommendations on the characteristics of teacher education programs (recommendation

2.3 below). It is also possible for those with a BA in Music or Engineering (for the Vocational Secondary School teachers) to obtain a suitable specialized teacher education Diploma.

0 These recommendations complement and do no replace the recommendations of the Technical and Vocational Education Strategy.

The Diploma in Education that is accompanied by a BA in a subject taught at schools is accepted only if 1) it aims at qualifying teachers for a specific level (Secondary or Upper Basic Levels) and also 2) focuses on qualifying teachers to teach a specific subject like Mathematics, or a specific field like Science. The Diploma for teaching at the Secondary Level should focus on teaching one specific subject like Physics for example. The Diploma for teaching at the Upper Basic Level should focus on teaching a subject or a field according to the Palestinian curriculum and according to the teachers’ loads at this level, and therefore focuses on teaching the Arabic language or English Language or Science or Social Studies in general but not specifically Physics or History. The principles defined below should apply to the Diploma in order to be accredited.

2.3: Accrediting Programs and the Principles used in Accreditation

2.31 Accrediting programs

Teacher education programs are accredited according to standards set by the Commission for Developing the Teaching Profession and Accreditation and Quality Assurance Commission in harmony with the vision for knowledgeable teachers mentioned above. (See recommendation

5.35 on establishing such a Commission in the recommendation section related to administering the Teacher Education system). These standards leave freedom for adapting such programs to the local circumstances. It is important to stress that these standards set the minimum requirements needed. The different institutions can develop programs with requirements beyond those specified by the standards.

2.32 The Curriculum of Teacher Education

Programs The standards that constrain the curriculum for teacher education programs for the different school levels are set to include the knowledge, skills, values and attitudes which could be classified into four groups as follows:

1. General knowledge and basic knowledge in the Arabic language, and Mathematics.

An understanding of the Arab, Islamic and Palestinian culture and identity, and the importance of maintaining and improving it, in addition to exposure to other cultures of the world.

2. Understanding of the learners and the way they develop:

Learning, for example, how students learn including the constructivist nature of learning, cognitive processes, meta-cognition and motivation.

The nature of human development including the general cognitive, social, emotional, physical and linguistic developmental patterns, in addition to individual differences in development, and the relationships between development and the teaching and learning processes.

Language acquisition and development.

3. Curriculum and subject matter knowledge:

This includes a deep understanding of basic concepts and skills in their field, not only knowledge of the school curriculum, even though the latter is very important, in addition to knowledge of the general social objectives of education in Palestine and the world. It also includes knowledge of the long and short-term objectives of the subject taught so that the teacher would know why and where he/ she is leading his/her students and how to accomplish that.

4. Knowledge of teaching:

Knowledge of teaching his/her subject and pedagogical content knowledge, including the objectives, how to teach and evaluate his/ her students focusing on student-centered methods.

Teaching in heterogeneous classes in terms of social and economic backgrounds, individual differences in ability and motivation, and some ideas on special education (the Palestinian education systems believes in inclusive education).

Evaluation of student learning including formative evaluation, making use of evaluation in planning and modifying plans, evaluating the accomplishment of objectives, dealing with the results of formal, national and international evaluations.

Efficient classroom management.

The ethics of the teaching profession.

The curriculum should help the student-teacher to relate the components of the curriculum together, which is relating general knowledge with subject matter knowledge and relating the learners> knowledge to teaching knowledge.

2:33 Methods of Teaching and Learning at Teacher Education Programs

Even though the standards for the methods of teaching and learning are to be specified later by the Commission for Developing the Teaching Profession, the following should be taken into consideration:

The teaching and learning methods used should:

school environments that help the student-teacher to go through educative experiences and to benefit from them. This requires developing special schools for professional development that are connected with specific higher education institutions. These schools may be changed after some time to increase the number of schools benefiting from this approach.

Practical education is to be used to improve the connection between theory and practice in the different education courses.

To find the mechanism for monitoring, maintaining and improving the quality of practical education in teacher education programs, or to activate the use of existing ones. Quality control mechanisms should stress the following in particular:

1. Clear practical education objectives and the use of standards for measuring appropriate performance.

2. The existence of expert teachers in the cooperating school who present good models of practice.

3. The existence of qualified education supervisors.

4. Student-teachers trained to teach and provided with quick and appropriate feedback.

5. Student-teachers bearing the full but gradual responsibility of a teacher, starting from observation up to all that a teacher is required to do including teaching a complete unit.

6. Provision of the opportunity for systematic reflection to improve student-teacher teaching practices.

2.4: Qualifying Educational Experts

Qualifying a special education…