Rabat 24 - 25 may 2016

Symposium on Education, Training,Management and Research Professions

Developing Professions,

A Pillar of the Education Reform

on the Theme

Rolesand Missions

Trainingand Professionalization

Coachingand Support

Performanceand Merit

Autonomyand Initiative

Rightsand Obligations

DevelopingProfessions

Brochure

Engl

ish

The Higher Council for Education, Training and Scientific

Research will be holding a symposium on 24 and 25 May

2016 on the theme : “Developing Teaching, Training, Mana-

gement and Research Professions : Pillar of the Reform»,

hence dedicating one of its major public activities to the

pedagogical actors, whom it considers the key vector of the

reform of the education system.

Context

The development of teaching, training, management and

research professions is one of the key vectors to change on

which the Council’s Strategic Vision of Reform 2015-2030

is based. The Council emphasizes indeed that the reform

depends on the continuous upgrading of skills and on the

improvement of practicing conditions of all categories of

education actors, at all levels : preschool educators, tea-

chers, professional training instructors, school managers

and pedagogical inspection, supervision and planning per-

sonnel, be it at the central, regional or provincial levels, or

at the level of education, training and research institutions.

As a reminder, the Strategic Vision of Reform provides for

the following :

• Redefining the missions, roles and skills profiles related to these professions, in such a way as to meet the requirements of society and to keep up with the changing functions and performances of school in Morocco and at the international level ;

• Encouraging all initiatives undertaken by education ac-tors, aiming at innovating and promoting school, lear-ning and training quality, in line with school programs and curricula ;

• Defining generic and specific skills profiles for every category of actors while taking into account work en-vironment and conditions, free initiative, creativity, innovation and research ;

• Making initial training mandatory and professionali-zing for all education professions, taking into conside-ration the particularities of each ;

• Opting for a continuous skills training throughout ac-tors’ work life ;

• Managing actors’ career efficiently on the basis of support, assessment and performance and efficiency based promotion ;

• Providing actors with material and moral support and improving work and professions’ exercise conditions ;

• Establishing a balance between the exercise of rights and the performance of obligations in conjunction with responsibility and accountability.

Focus

Reforming the education system as the ultimate goal

of the Strategic Vision 2030-2015, relies mainly on the

development of teaching, training, management and

research professions. For this undertaking to match

expectations, it has to take into account international

standards and the evolution of these professions. It

also implies an efficient professionalization of all these

competencies.

This upgrading targets future generations of practitioners

as well as those currently in office. Therefore, all actors

must benefit from quality training programs that should

allow them to attain a high level of professional qualifi-

cation. Such programs should meet the requirements of

the new roles and missions and of those of the levers of

change advocated by the reform, to achieve ownership and

continuous follow up of reform projects, guarantee internal

and external efficiencies of the system and respond to the

needs of a continuously evolving society.

Hence, upgrading turns out to be a key concept, for both

quality and renewal of education professions. Its centrality

makes it a unifying factor of all actors around a common

pedagogical project. Professions’ development, quality

training, proficiency, autonomy within collective and re-

gulated work, initiative, research and innovation, engage-

ment on the basis of rights and obligations… all of these

are major corollary issues that will be discussed during this

symposium.

Objectives

The symposium purports to offer an opportunity to realize

the following goals :

• Making a closer assessment of the main issues linked to education professions ;

• Mapping out new trails for the renewal of education professions ;

• Enhancing permanent mobilization around the reform;

• Presenting international experiences and success sto-ries, identifying trends and promoting good practices in the field of pedagogical innovation ;

• Stimulating collective intelligence and initiating joint reflection on the present status of the different edu-cation professions and on the optimal ways to success-ful training and efficient performance assessment..

Presentation

English

Themes

The symposium will address multiple and complementary

themes that should allow a comprehensive review of the is-

sues related to education professions as well as that of the

possible levers of change.

1. Educations professions : Present status and pros-pects making a diagnosis of the present status of the different education professions at all levels of the education system : primary and secondary school, professional training, higher education and traditional education.

2. Education professions between traditional functions and new missions : rethinking roles and missions, in line with the evolution of school missions and services and with the needs of an evolving Moroccan and inter-national society.

3. Education professions training, enhancing of skills and professional development : tackling initial, conti-nuous and lifelong training, matching present and fu-ture education needs and means to ensure professio-nal development.

4. Education professions: between professionalization, vocation and autonomy : examining the concept of professionalization in all its dimensions, redefining profiles, missions, skills and competencies.

5. Access conditions and ways (direct recruitment, re-cruitment on the basis of an examination, various contract methods…) : reviewing training, qualifica-tions and prerequisites, motivations and development means, improvement of practice conditions.

6. Career management and assessment: seniority or performance and merit : discussing support, merito-cracy, performance and efficiency.

. 7 Human resources management: opting for a centralized or a deconcentrated system?

8. Education professions between rights and obliga-tions of the actors : examining the adequacy between exercise of rights and performance of duties in conjunction with accountability. The reflection will also bear on the project of a trust and development contract of education professions.

Approach

For the symposium to reach the prescribed goals, and ta-

king into account the specific nature of the topic, the ap-

proach adopted for its organization has been based on the

following:

- The participatory approach: basic principle that has guided the Council’s work since the beginning. This symposium is the emanation of a participatory approach that consisted of consulting the different stakeholders involved so as to identify trends, exchange views and recommendations on the present state and prospects of change of education professions.

- The Benchmarking: illustrated by international expe-riences, trends, standards and best practices.

- The outlining of education professions prospects: according to a global approach that purports to com-prise, as much as possible, all the professions invol-ved. This exercise would be held in a strategic and in-tegrated perspective that includes access conditions, training, career and professional issues management as well as the question of the balance between rights and obligations.

Hence, the recommendations of the symposium, the

written contributions expected and the mobilization of

education actors and experts around the topic would serve

to enrich the work of the standing committee on education,

training and management professions at the Council and

lead to propositions and recommendations on this subject.

Speakers and participants

The work of the symposium will be conducted by members

of the Higher Council for Education, Training and Scientific

Research and by national and international experts in the

domain.

Some 400 participants, including the Council’s members,

will be attending the symposium. They represent the diffe-

rent stakeholders involved, namely :

- The ministries in charge of education, training and scientific research as well as traditional education ;

- The Regional Academies of Education and Training and the provincial directorates of the Ministry of National Education ;

- Teachers’ training schools ;

- Universities and research centers and structures ;

- Unions, professional associations and parents’ associations ;

- NGO’s and partners of the Council ;

- Teachers, instructors, inspectors, school directors, school and university students, professional trainees and parents ;

- The Media.

Engl

ish

Day 1 : Tuesday, 24 May 2016

8:00-9:00 Registration and welcome coffee

Plenary Session 1- Opening

Chairman : Abdellatif Miraoui Rapporteurs : Abdenasser Naji et Abdelhak Mouncef

9:00-9:10 Opening address

Omar Azziman, Président of the Higher Council of Education, Training and Scientific Reserach

9:10-10:10 Inaugural Conference: Education Professions : New Roles, Challenges and Trends

Edgar Morin, Sociologist and philosopher

10:10-10:30 New Approaches to the Qualification of Education Professions

Rachid Benmokhtar, Minister of National Education and Professional Training

10 :30-10 :50 Training, Supervision, and Scientific Research in Higher Education and the Challenges of Reform

Jamila El Moussali, Deputy Minister of Higher Education and Scientific Research

10:50-11:00 Presentation of the Symposium

Hassan Esmili, Director of the Departement of Studies, Research and Support for the Council’s Bodies

11:00-11:15 Coffee break

Session 2 – Panel on the Present Status and Prospects of Education

Professions Chairman : Rabea Naciri

Rapporteurs : Tijania Fertat et Ali Akessab

11 :15-12:00 Panel :

Preparing Higher Education and Scientific Research Personnel

Omar Fassi Fehri, Permanent Secretary of Hassan II Acdemy of Sciences and Techniques

University Teaching Staff Status

Abdelkrim Madoun, Président of the Standing Coumittee on Scientific and Technical Research and Innovation at the Council

Initial and Continuous Training in National Education, Professional Training and Traditional Teaching Systems

Khalid Samadi, Expert in education and training

Presentation of the Findings of the Study on the Present Status of the Teaching, Training, Management, Research and

Educational Inspection and Guidance Professions

Driss Yacoubi, Expert in education and training

12:00-13:00 Discussion

13:00-14:30 Lunch break

Session 3 : Two Panels on International Trends and Experiences

Chairman : Driss Ouaouicha Rapporteurs : Aziz Kaichouh et Shams Sahbani

14:30-16:30 First Panel:

Autonomy and Professions Practice

Bernard Hugonnier, lecturer at Sciences Po Paris, expert and ex Education deputy director at OECD

The New Roles of the Teaching Profession in Korea

Eric J. Pollock, expert and teacher at Ningbo’s International Academy, China

Educational Inspection in Great Britain

Gary Holden, Inspector at OFSTED, Great Britain

Teachers and Instructors Training in the German Education System

Karsten Altenburg, Deputy Director of Professional Training in the Ministry of Finance, Germany

16:30-17:30 Discussion

17:30-17:45 Coffee break

Programme

English

17:45-19:15

19:15-20:30

Second Panel :

Best Competencies, Best Jobs, Best Opportunities

Mariano Jabonero, Education Director, Santillana Foundation, Spain

Education in Emergency ans School Preparedness in Response to The Syrian Crisis

Amina Kleit, Programmes Director, Ana Aqra Foundation, Lebanon

Role of Teacher Training Schools and their Councils in the Developement of the Teaching Profession in Great Britain

Gary Holden, Inspector at OFSTED, Great Britain

Discussion

Day 2 : Wednesday, 25 May 2016

Session 4 : Improving the Quality of Education Professions : Measures Proposed by Unions, Professional Associations and Parents’ Associations

Chairman : Abdelhamid Akkar Rapporteurs : Abdelghafour El Allam et Maryam Loutfi

9:30-9:45

9:45-10:00

10:00-10:15

10:15-10:30

10:30-11:30

11:30-11:45

11:45-12:15

12:15-13:30

13:30-15:00

Recommendations of the Consultations on Education Professions, Organised by the Council with Actors and Partners

Abdelghafour El Allam, Inspector of Pedagogical Planning

Proposals of Moroccan Unions for the Development of Education Professions

Rachid Jarmouni, Professor of Sociology, Moulay Ismail University, Meknès

Proposals of Professional Associations for the Development of Education Professions

Abdelhak Mouncef, Chief of the Studies and Research Departement in the Council

Proposals of Parents’ Associations for the Development of Education Professions

Abdellatif El Youssfi, Education expert

Discussion

Coffee break

Role of Unions in the Development of Education Professions:The case of Canada

Sid Ahmed Soussi, Professor of Sociology at the University of Quebec at Montreal, Canada

Discussion

Lunch Break

Session 5 : Education Professions’ Assessment Chairman : Abdelhay Moudden

Rapporteurs : Rachid El Filali Meknassi et Hicham Benfeddoul

15:00-15:20 Internal Assessment of Education Professions

Khalid Fares, General Inspector in charge of Pedagogical Affairs, Ministry of National Education and Professional Training

15:20-15:40 Assessing Teachers in International Experiences

Rahma Bourqia, Director of the National Authority of Evaluation

Evaluation 15:40-16:10 Assessing School and Higher Education Teachers : Philosophy, Tools and Practices.

Sami Khasawnih, expert in Education, Jordan

16:10-17:30 Discussion

17:30-18:00 Coffee Break

Closing and Recommendations Chairman : Noureddine AFAYA

Rapporteurs généraux : Khadija Chakir et Ahmed Bayya

18:00-18:30 Presentation of the symposium recommendations

Khadija Chakir, General Rapporteur

1Opening SessionTuesday, 24 May 2016 9:00 - 11:00

Engl

ish

Omar Azziman

A lawyer and academic and the advisor to His Majesty the King, Omar AZZIMAN is the

President of the Higher Council for Education, Training and Scientific Research.

He is also Deputy President of Hassan II Foundation for Moroccans Living Abroad, a member

of the Academy of the Kingdom of Morocco and the head of the United Nations Chair

for Education, Scientific and Cultural Organization (UNESCO) for teaching, training and

research in human rights at Mohammed V University in Rabat.

Omar Azziman had been Deputy Minister in charge of Human Rights reporting to the

Prime Minister, and Minister of Justice. He is also a founding member of several active non-

governmental organizations in the field of human rights.

Omar Azziman fulfilled various diplomatic missions mainly in Latin America and Spain. He

has been awarded several decorations and high national and international honours : Medal

of the Throne of Morocco of the Chevalier Order, the Grand Cordon of the Order of Merit of

the Republic of Portugal, Commander of the Legion of Honour of the French Republic and

the Grand Cross of the Order of Civil Merit of the Spanish Kingdom.

Rachid Benmokhtar Benabdellah, The Moroccan Minister of National Education and

Professional Training, is an aeronautical engineer. He is the President of the National

Observatory of Human Development (NOHD) and former President of Al Akhawayn

University in Ifrane (AUI).

Rachid Benmokhtar has been awarded the Wissam of the Throne of the Chevalier Order,

and holds international awards, including the American Society Biography for his work in

the field of education, and the Medal of the Albert Einstein Foundation (USA).

He is an associate researcher at the Mohammedia School of Engineers (EMI), board member

of Mohammed V University and the Mohammedia School of Engineers (EMI), member of the

Committee of Experts in Public Administration of the United Nations (CEPA). He is also the

author of numerous publications in the field of science, technology and education.Rachid Benmokhtar

Deputy Minister in charge of Higher Education, Scientific Research and Training of Edu-

cation Staff. Holder of Ph.D. in History from Hassan the 1st University in Oujda. Jamila El

Moussali has held several positions, including that of visiting professor at the Faculty of

Legal, Economic and Social Sciences at Mohammed V University in Rabat, and of an appro-

ved expert in issues of women, family and development by many Arab and regional orga-

nizations.

She is a member of the General Secretariat of the Justice and Development Party (PJD) and

municipal councilor, as well as a council member for the city of Salé. She is also a member of

the Committee of Foreign Affairs, National Defence and Islamic Affairs, and the Committee

of Education, Culture and Communication at the House of Representatives. Jamila Moussali

is also a founder of many active associations in Morocco and the Arab world, and author of

books on feminism, family and development.Jamila El Moussali

English

Edgar Morin is an Emeritus Research Director at the CNRS and holds honorary doctorates

from more than 30 universities worldwide. He is one of the major thinkers of our time.

Early on, Edgar Morin invites to «crossing knowledge». He combines dispersed knowledge

across multiple disciplines in his first big work «L’Homme et la mort». He develops the

concept of «complex thought». His work has had a strong influence on contemporary

thinking, especially in the Mediterranean, Latin America, China, Korea and Japan. He

develops a «method» to meet the challenges of complexity and reform of knowledge.

His major work, the Method (six volumes in total), addresses the difficulty of thinking the

complexity of the real.

Edgar Morin has published forty books translated into several languages and countries. He

regularly collaborates with prestigious newspapers. He was rewarded with many honours

such as the Grand Officer of the Legion of Honour, the Grand Officer of the National Order

of Merit, the Commander of Arts and Letters in France. He has recently received in Morocco

the Medal of intellectual competence by His Majesty King Mohammed VI.

The 7 Complex Lessons on Education for the Future by Edgar Morin include :

• The blindness of knowledge : error and illusion

The Knowledge of knowledge is essential to serve as preparation for the clash with permanent risk of error and illusion. This

is to arm the mind in order to enhance education of cerebral character, mental and cultural human knowledge as well as its

processes and procedures.

• The principles of pertinent knowledge

This is to develop the natural ability of the human mind to locate information within a context and within a set.

• Teaching human condition

The human condition should be an essential subject of all education. It is possible to redesign the disciplines to show the link

between diversity and unity of all human beings.

• Teaching earthly identity

The global crisis is to study : it demonstrates that now all humans are facing similar problems.

• Facing uncertainties

This is to teach strategic principles that allow to face unnexpected and uncertain aspects, and modify their development

according to information acquired to do so.

• Promote understanding

Given the importance of education to understanding at all educational levels and all ages, the development of understanding

requires changes in attitudes. That should be the concern of education in the future.

• Ethics of Human Gender

Ethics must be formed in the minds from the awareness that the human is at once individual, part of society and part of the

species. It is a matter of contributing to growing awareness of the «Homeland Earth» and achieving earth citizenship.

NEW ROLES, INTERNATIONAL CHALLENGES AND TRENDS OF EDUCATION PROFESSIONS

BIOGRAPHY

Edgar Morin

ABSTRACT

Engl

ish

Hassan Esmili is Director of Departement of Studies, Research and Support for the Coun-

cil’s Bodies.

He has a Doctorate in Linguistics from Paris III Sorbonne Nouvelle University. He is a univer-

sity teacher and a consultant in education. His reserach interests cover languages, culture

and developement.

Hassan Esmili was the founding dean of the Faculty of Letters and Human Sciences at Ben

Msik University in Casablanca.

He was a member of the National Committee for the Reform of Teaching (1994) and served

as advisor to the Minister of National Education from 2004 to 2006.

Hassan Esmili has also been, up to 2015, President of the National committee of the Sup-

port Fund for Film Festivals and Events and President of the jury of the Grand Prix of the

National Press (2014).

BIOGRAPHY

Hassan Esmili

2Session 2:Panel: Present Status and Prospects of EducationProfessionsTuesday, 24 May 2016 11:15 - 13:00

Engl

ish

Omar Fassi Fehri is the Permanent Secretary of the Hassan II Academy for Sciences and

Technics and a teacher at the School of Science at Mohammed V University in Rabat, where

he serves as Director of the Mechanical Engineering and Materials Science Laboratory.

Omar Fassi Fehri is a former member of the «agregation de physique» jury as well as former

President of the «agregation de construction mécanique».

He served as Director of the Technical High Teachers Training School and was Minister of

State then Deputy Minister in charge of Scientific research.

BIOGRAPHY

Omar Fassi Fehri

Research Professor of Modern History, Abdelkrim Madoun is also a member of the Higher

Council for Education, Training and Scientific Research and Chairman of the standing

committee for scientific and technical research and innovation.

Abdelkrim Madoun is an evaluation research and training structures expert in the social

sciences field and representative of Ibn Zohr University to the Distance Learning Network

on Euro-Mediterranean History.

The conference is a reading on the career process of university teachers working in universities, research centers and teacher

training schools. These institutions have not only experienced qualitative and quantitative changes, but also changes at the levels

of the training and teaching structures. It is therefore necessary to conduct a review of researchers and university teachers’

status. This status has passed through three essential stages over the past years: in 1959 during the post-independence period, in

1975 and in 1997. This latest version is still in force.

The standing Committee on Scientific and Technical Research and Innovation, during its proceedings, which have enriched

the Council’s Strategic Vision for 2015-2030, has examined the issue of human resources, with a special focus on the status of

researchers and university teachers. The committee has looked into conditions of access to the profession and career development

and evaluation. This paper presents the committee’s findings and recommendations on the subject.

THE STATUS OF THE UNIVERSITY TEACHER

BIOGRAPHY

Abdelkrim Madoun

ABSTRACT

English

Engl

ish

Khalid Samadi is professor at the Higher School of Teachers at Abdelmalek Essadi Univer-

sity in Tetouan.

He is President of the Moroccan Center for Studies and Reserach in Education in Rabat and

of the National Forum for Higher Education and Scientific Research.

He is also the academic consultant for the World Institute of Islamic Thought in Washington.

He has published widely in the fields of education and training, mainly in the education in

values in school curricula and in teachers training.

Khalid Samadi is a councellor to the Chief of Government for education, training and scien-

tifc research. He is also a member of the Higher Council for Education, Training and Scien-

tific Research.

The presentation will draw a diagnosis of the present state of teachers training in the three sectors in charge of education and

training and identify the main impediments to efficient performance of actors in the education system, namely problems related

to scientific, pedagogical and practical training both at initial and continuous training levels.

The presentation will also tackle future prospects in the field of teachers training in light of the provisions of the strategic Vision

of the Reform 2015-2030, drafted by the Council, mainly with regard to training and to access conditions.

The presentation will finally make proposals toward the promotion of the quality of teachers training which should help teachers

own the reform and contribute efficiently to its implementation. The proposals will touch on legislative, organizational and insti-

tutional aspects of teachers training, namely on the basis of the different education departements’ points views and prospects.

INITIAL AND CONTINUOUS TRAINING IN EDUCATION, TRAINING

AND TRADITIONAL EDUCATION SYSTEMS

BIOGRAPHY

Khalid Samadi

ABSTRACT

Driss Yacoubi holds a doctorate in Mediterranean Sociology and Ethnology from the

University of Provence, Aix-Marseille, France.

He is presently a researcher associated with the Laboratory of Labour Economics and

Sociology, CNRS Marseille, and an expert at the Higher Council for Education, Training and

Scientific Research.

Driss Yacoubi has a 30 year experience at the Ministry of Professional training in the

direction, supervision and monitoring of institutional reforms of the education and training

system and pilot projects fot he renewal of professional training programmes.

He is a member of the National Observatory for Human Development since 2006, and of

the Network of Experts for the Present State and the Renewal of Education and Training.

He actively contributed to the drafting of the National Charter for Education and Training

and to other major projects, namely to the report on « 50 Years of Human Developement

and Prospects for 2025-2050 ».

The presentation will consist in reviewing the present state of the different education profesions (assets and li-

mitations) with regard to the statutory and professional organization, access and recruiting methods, initial and

continuous training, work conditions and human resources management.

The diagnosis will be supported by a benchmark of five countries that have been chosen on the basis of comparabi-

lity and prospective criteria, namely : Turkey, Tunisia, Belgium, Canada and England.

The presentation will finally identify the stakes and challenges of the upgrading of these professions, based on

the mobilization of public data, quantitative and qualitative, and on the results of the consultations effected by

the Council with education actors and partners, in preparation for this symposium, and on the basis of national and

international reports on the subject.

PRESENTATION OF THE FINDINGS OF THE STUDY ON THE TEACHING, TRAINING,

AND SCIENTIFIC RESEARCH : PRESENT STATE, BENCHMARK AND DEVELOPMENT CHALLENGES

BIOGRAPHY

Driss Yacoubi

ABSTRACT

English

3Session 3:Two Panels on International Trends and ExperiencesTuesday, 24 May 2016 14:30 - 20:30

Engl

ish

Bernard Hugonnier is a honorary teacher of Education Sciences at the Catholic Institute in

Paris and lecturer at Sciences Po Paris.

He is an economist and expert for the OECD on the following fields : multinational

corporations, international liberalization of capital and service flows, regional developement

policies and education policies.

He has been deputy director for education at OECD and economist at the Trade and

Industry Chamber of Paris and at the Economic Information and Prospection Bureau (BIPE).

His main publications :

• « Peut-on parler de modèle(s) asiatique(s) d’éducation et quels enseignements en

tirer ? », with Jean-Marie de Ketele, Revue internationale d’éducation, April 2015

• « De l’influence du néolibéralisme sur l’enseignement scolaire et universitaire », in :

Néolibéralisme et éducation, L’Harmattan, 2016

• « Quelle excellence pour l’enseignement supérieur ? » in Jean-Marie de Kete-

le, Bernard Hugonnier, Laurent Cosnefroy, Philippe Parmentier (eds.), de Boeck,

Bruxelles, 2016

The complexity of education systems worldwide is in great part due to the big variety of education professions that constitute

those systems.

On speaking of education professions, the tendency is to think of the whole teaching profession, that stands for more than 80%

of education personnels. But a lot of other professions are at stake : elementary school, high school, boarding school and higher

education institutes managers, school sports and cultural facilities managers, psychologists, school health personnels, councel-

lors, mediators, in addition to a whole range of assistants helping with meals, hygiene, security…

Job descriptions for all these professions vary widely, as well as job requirements, objectives and carrer evolution processes.

Tangible changes have occured over the last 20 years that transformed education systems and with them education professions,

mainly :

• The greatest autonomy education establishments, and their managers have acquired ;

• The new interrelation between the different professions’ missions ;

• The wider space left to free initiative ;

• The shift to a quite individualised teaching (as opposed to a universal curriculum) ;

• The growing reponsibility of the teaching prefession ;

• The growing importance of the relationship to parents.

The aim of the presentation is to analyse the scope of these changes and to assess their impact on the main education professions

(school managers, teachers and inspectors).

AUTONOMY AND PROFESSIONS PRACTICE

BIOGRAPHY

Bernard Hugonnier

ABSTRACT

Eric J.Pollock is an author, High School English teacher, and currently a Jossey-Bass Teacher

Ambassador. He has extensive experience teaching overseas, especially with over 20 years

teaching Advanced Placement™ English in Korea. His selected published works include:

• Letter Writing for Personal and Business Communication, Hakmun Publishing Inc.,

Seoul, Korea

• How to Speak English Well, Hakmun Publishing Inc., Seoul, Korea ISBN 89-8179-967-9

• Mystery Stories: Featuring Cook Wesson and Jackie Chang, Kyung Rim Publishing,

Seoul, Korea

• How to Read 250% Better, EZ-Book Publishing, Seoul, Korea

• “The Odyssey and the Modern Reader,” AP Central, College Board On-line, 2008

• “Learning English is Not Just Fun and Games,” The Korea Herald, 2002

• “Improving Students’ Vocabulary,” The Korea Herald, 2002

• “An Optimal Learning Environment,” The Korea Herald, 2002

• “Creating an Optimal Working Environment,” The Korea Herald, 2002

• “Three Wise Educators,” The Korea Herald, 2002

This paper examines the Korean teaching profession and explores the areas of instruction, inspection, orientation,

and education management.

This paper will also investigate their roles in light of achieving quality, and look at the outcome of students’ educa-

tional needs. This paper will identify solutions to teaching issues to understand more completely how these issues

may improve the teaching profession in Korea.

Teaching in Korea can pose many challenges. Language, cultural, and social norms may be unknown, awkward, and

sometimes difficult to comprehend. Large classes, poor support, and an overreliance on lecturing may give new

teachers pause for concern, but challenges can be overcome with a willingness to adapt, adopt, improvise, and

overcome.

Teaching in Korea can be extremely rewarding, and my personal experiences will be reviewed in this paper that will

highlight, emphasize, support, and overcome challenges to the Korean teaching experience.

THE NEW ROLES OF THE TEACHING PROFESSION IN KOREA

BIOGRAPHY

Eric J. Pollock

ABSTRACT

English

Engl

ish

Gary Holden, is a National Leader of Education and Executive Principal of Sir Joseph

Williamson’s Mathematical School, an outstanding secondary school and teaching school in

the South East of England. In addition, he is CEO of The Williamson Trust, a multi-academy

trust comprising two secondary and four primary schools.

Gary Holden is also the Chair for the Teaching Schools Council, an organisation set up to

represent the interests of the 700 teaching schools in England, and is a qualified OFSTED

inspector.

Before joining his current school in 2008, he held a variety of roles in education, including as

a Deputy Headteacher, a senior adviser in a local authority senior adviser and an associate

lecturer in higher education.

He began his career in Nottingham as an English teacher, and has taught in various parts of

the UK as well as in Italy.

He has published a number of articles in academic journals and has contributed to two

books on various aspects of teacher research and leadership.

He is passionate about the role of collaboration, partnership working and evidence-based

practice in building a self-improving, school-led system.

In this presentation, I will summarise the main features of the current school inspection regime in England, at the

same time providing some helpful contextual background to this regime.

I will argue that inspection plays a key role in both helping individual schools to improve and in gathering evidence

to highlight key strengths and areas for development in the whole system.

The current OFSTED inspection framework was introduced in September 2015, and marks a significant change to

earlier frameworks. In the new model, a school previously judged ‘outstanding’ is exempt from routine inspection,

a ‘good’ school will be subject to a one day visit from an inspector once every three years, while schools that are not

yet ‘good’ are subject to a more intensive inspection process.

THE INSPECTION SYSTEM IN ENGLAND

BIOGRAPHY

Gary Holden

ABSTRACT

In this presentation, I will describe the development of Teaching Schools from their inception in 2010 to the

enhanced role outlined for them in the recently published White Paper Educational Excellence Everywhere. I will

also give an account of the work of the Teaching Schools Council (TSC), a body set up to represent the interests of

teaching schools and to help coordinate their work.

I will argue that teaching schools and the Council that supports them play an important role in developing a world

class, self-improving school-led, system.

Teaching Schools are outstanding schools with a track record of working collaboratively in their localities. Once

designated, teaching schools work with other schools in their area to train new teachers, provide professional

development opportunities for teachers and leaders and broker expert support for schools that require additional

help.

There are currently over 700 teaching schools in the country, and it is anticipated that this number will grow to

1,000 by 2020.

THE ROLE OF TEACHING SCHOOLS AND THE TEACHING SCHOOLS COUNCIL

IN A SELF-IMPROVING, SCHOOL-LED SYSTEM

Karsten ALTENBURG has extensive exeprience in the field of professional training, and is

currently deputy director for professional training at the Ministry of Finance and Economy

of the Land Bade-Wurtemberg in Germany.

He is mainly responsible for the dual training (apprenticeship) system and has supervised

many funding programmes to promote it.

Karsten Altenburg has had the chance to present the Land region’s experience in dual

training in many other European countries and in Morocco in 2014.

The German dual system (apprenticeship) has become a benchmark at the European level because it facilitates the

integration of young people. In fact, youth unemployment rate in the Bade-Wurtemberg region, where it is beeing

implemented, is very low (3%).

In the Bade-Wurtemberg region, supervision of professional schools is ensured by the State (Land), which

established a quality assurance system. Entreprises are on the other hand supervised by the Consular Chambers

that ensure training inspection and initial training in the entreprise. The two training components constitute pillars

of the Homogenous Studies Plan that exists for every profession. A final apprenticeship exam is jointly managed by

professional school teachers and entreprise instructors.

The presentation will focus on training quality assurance, especially with regard to professional schools‘ directors

and teachers and to instructors inside entreprises. The issues to be tackled in this respect are: qualification, training,

quality assurance, internal and external assessment…

TEACHERS AND INSTRUCTORS TRAINING IN THE GERMAN DUAL SYSTEM

BIOGRAPHY

Karsten Altenburg

ABSTRACT

English

Engl

ish

Mariano Jabonero Blanco has a Philosophy and Educational Sciences Degree from

Complutense University in Madrid. He completed Postgraduate studies in Management and

Education Supervision.

He has held different positions in the Spanish education system, mainly:

• School teacher (1974-1981).

• Educator at the Ministry of Education of Spain (1981-1982).

• Education Inspector (1982-1985).

• Provincial Director (Secretary of Education) in the province of Toledo (1985-1986).

• Deputy General Director at the Ministry of Education (1986-1996)

He is founder, editorial writer and editorial team member of “Ruta Maestra” bimonthly

educational magazine, edited at Bogota (available both in digital format and in paperback).

He received many distinctions for his dedication to education in Latin America and Spain

where he was awarded the Alfonso X the Wise Order.

Better Competences, Better Job Opportunities, Better Potentials

The presentation addresses the importance of competences for economic development and their contribution to

equity and social justice.

It will also identify the challenges to be met, with regard to how to guarantee the best competences, mainly:

quality and equity as indivisible concepts, the impact of the social, cultural and economic background of pupils, the

quality of the teaching staff, and the quality of learning, in addition to the use of technologies in education and to

assessment.

The presentation will then address means to best ensure schools’ efficiency and effectiveness, on top of which:

autonomy and external assessment. The conclusion will propose a framework for a strategy of competences based

on:

• The development of the adequate skills;

• The promotion of the offer related to competences;

• The efficient usage of competences.

BEST COMPETENCIES, BEST JOBS, BEST OPPORTUNITIES

BIOGRAPHY

Mariano Jabonero

ABSTRACT

Amina Kleit, Program Director of Ana Aqra Association, a local Lebanese NGO that focuses

on improving literacy at early years and promoting reading as a long life habit among

the children of the elementary public schools. In 2010, Amina co-designed the first pilot

of “I Also Can Read” summer reading program that impacted the organization’s work

and expansion. She participated in many regional conferences as a speaker and panelist

for issues including education in emergency and developing the Arab region teachers’

framework for best practices. Coming from a community health background, Amina

received her literacy coaching and literacy intervention skills by attending training at

Colombia University Teachers College and Fountis and Pinnel in the United States. Amina

received her masters of science in education, curriculum and instructions, from Capella

University, USA and her bachelors of science in Environmental health and teaching diploma

from the American University of Beirut, Lebanon. She is the co-founder of Sullum AlQira, an

initiative that focuses on publishing authentic Arabic leveled children’s books.

Responding to emergency in education In Syria was a natural response for local and international NGOs. The

differentiating factor was in the recognition of the importance of securing the essential component of quality and

capitalizing on investing in an opportunity towards improved teaching practices of educators of the public sector.

Over the past five years, Ana Aqra’s program responded to the Syrian crisis by increasing its capacity to serve the

needs of 27,816 out of school Syrian learners paving the way for formal schooling, 6,555 Lebanese learners securing

retention, 6990 parents increasing engagement in their children’s education and 1,275 teachers improving their

class management and teaching practices. The Non Formal Education program was an expansion of an adaptation

of an intervention literacy program implemented by Ana Aqra in public schools during the summer time, since 2010,

with the aim of improving teaching and closing achievement gaps during the elementary school years.

EDUCATION IN EMERGENCY AND SCHOOL PREPAREDNESS IN RESPONSE TO THE SYRIAN CRISIS

BIOGRAPHY

Amina Kleit

ABSTRACT

English

4Session 4:Improving the Quality of Education Professions: Measures Proposed by Unions, Professional Associations and Parents’ AssociationsWednesday, 25 May 2016 9:30 - 13:00

Engl

ish

Abdelghafour El Allam is an inspector of pedagogical planning at the Ministry of National

Education and Professional Training.

He is a researcher in education and training issues and a member of the Higher Council for

Education, Training and Scientific Research.

He has been the regional ccordinator for many international cooperation projects in the

field of education, namely : USAID’s ALEF (Promotion of literacy) PROCADEM (Canadian

program for institutional capacity building in the Moroccan education system), and Ecole

de Qualité.

The presentation will synthesise the outcome of the consultations effected by the Council with the different edu-

cation actors in preparation for the organization of this symposium.

The consultations focused on the following :

• Qualifications, training and reserach ;

• Practice, assessment, motivation and promotion ;

• Legal and organizational aspects and issues related to the exercise of rights and performane of duties ;

• Regulations pertaining to the status of education personnels, job requirements, access and exercice conditions

and mobilization and commitment.

The presentation willl also report the main conclusions and prospects drawn from the consultations.

RECOMMENDATIONS OF THE CONSULTATIONS ON EDUCATION

PROFESSIONS, ORGANISED BY THE COUNCIL WITH ACTORS AND PARTNERS

BIOGRAPHY

Abdelghafour El Allam

ABSTRACT

Rachid Jarmouni is a sociology professor at the School of Letters and Human Resources, at

Moulay Ismail University in Meknes.

He is member of the Group for Research and Strategic Studies of Moulay Ismail University

and fellow researcher at Jacques Berque Center for Social and Human Sciences.

Member of the Moroccan Association for Social Sciences and of the editing board of

academic peer reviewed journals, he took part in the drafting of the two preliminary reports

on the religious situation in Morocco, and is author of multiple articles.

He has submitted for publication a book on « The Sociology of Education in Arabic Countries:

A Comparative Study ».

Rachid Jarmouni is a columnist and media commentator, interested in analysing

developement, education end religion issues from the sociological perspective.

This presentation will synthetise and analyse the main common ideas, attitudes and proposals expressed by

education unions from 2008 up to April 2016, on the basis of the extensive consultations that have been effected

by the Council with them.

The presentation will focus on the following main areas :

• Presenting the unions’ points of view regarding the issue of the professionnalization of the different education

actors (diagnosis)

• Identifying the points of convergence between the different unions

• Identifying the divergencies

• Reviewing major future prospects of the unions with regard to education professions.

MOROCCAN UNIONS’ PROPOSALS FOR THE DEVELOPEMENT OF EDUCATION PROFESSIONS

BIOGRAPHY

Rachid Jarmouni

ABSTRACT

English

Engl

ish

Abdelhak Mouncef is the Chief of the Studies and Reserach Department at the Higher

Council for Education, Training and Scientific Research. He holds a Doctorate in Philosophy.

He worked as a university teacher specialized in Political Philosophy and Education.

His main publications are :

• Contemporary Pedagogial Issues (Afriqiya Asharq, 2007) ;

• Ethics and Politics : Kant in the Face of Modernity, Between Ethical Legitimacy and

Political Legitimacy (Afriqiya Asharq, 2010) ;

• Enlightenment and the Authority of the Pedagogical expert (Afriqiya Asharq, 2011).

Professional associations (teachers’ associations) are major school partners given their operating in the very heart

of the pedagogical action and their being a civil and professional space conducive to self analysis, discussion,

diagnosis, prospective, support and training.

The presentation will synthesise professional associations’ prospects for education professions with regard to :

• The roles of the professions in developing human resources competencies in the education system along with

the reinforcement of knowledge, skills, values, behaviour and relationships.

• The relationship between the professions and the major objectives of the education system, especially equity,

quality and capacity building.

• The issue of professionnalization in its relationship to the vocation in its social, pedagogical and ethical

dimensions.

PROPOSALS OF PROFESSIONAL ASSOCIATIONS FOR

THE DEVELOPMENT OF EDUCATION PROFESSIONS

BIOGRAPHY

Abdelhak Mouncef

ABSTRACT

Abdellatif El Youssfi is an expert in education and training and advisor to the Higher Council

for Education, Training and Scientific research.

He was Director of the Regional Academy of Education and Training for the region of the

Gharb-Chrarda Beni Hssen (North West).

He also served as Regional Delegate for the Ministry of National Education in Casablanca

and El Jadida, as an inspector for secondary school and as a teacher.

He was a member of the former Higher Council for Education where he served as President

of the Standing Committee for Curricula, Methods and Didactic Material.

He also was a member of the Special Committe for Education and Training (COSEF) from

1999 to 2006.

The presentation is a synthesis of the main opinions, expectations and prospects expressed by parents associations

with respect to the developement of education professions.

The hearings have been organized by the Council in preparation of this symposium. They consisted in focus groups

representing major parents‘ associations, who reviewed the present state of the different education professions,

and tackled issues like that of skills and performance requirements, access conditions, training, capacity building

and assessment.

PROPOSALS OF PARENTS’ ASSOCIATIONS FOR THE DEVELOPMENT OF

EDUCATION PROFESSIONS

BIOGRAPHY

Abdellatif El Yousfi

ABSTRACT

English

Engl

ish

Sid Ahmed Soussi is a sociology professor at Quebec University in Montreal.

He is a member of the Center of Research on Social Innovations and of the Center of

Research on Immigration, ethnicity and citizenship, which he directed up to January 2016.

He wrote extensively on contemporary changes in work, occupational and collective

identities in the workplace and international union activity.

His research has partly focused on ethnocultural diversity in the workplace and in

organisations. This is what has led him to get interested in the impact of the changes in

work and of international migrations on the international division of labour.

The presentation will focus on the analysis of union strategies adopted in Canada, Quebec more precisely, with

regard to the qualification and training of education personnels. The analysis concerns social innovations related to

the drafting of those strategies and their impact according to the following determinants :

1. The different cooperation methods –negociated and preinstitutionalized- between teachers unions, the

State and the other social stakeholders (parents’ associations, private teaching bodies…) to reach for a global

concensus.

2. International comparative study between EDCO countries and southern countries with regard to consensus

based models on Education professions.

3. The necessary taking into account of the transformation of the role of the State and of public service in

education, training and scientific research.

The conclusion will focus on the lessons that can be drawn from the international dimensions of union action in

education, namely at the level of the Education International and the Public Services.

ROLE OF UNIONS IN THE DEVELOPMENT OF EDUCATION PROFESSIONS :

THE CASE OF CANADA

BIOGRAPHY

Sid Ahmed Soussi

ABSTRACT

5Session 5:Education Professions’ AssessmentWednesday, 25 May 201615:00 - 17:30

Engl

ish

Khaled Fares is General Inspector for Pedagogical Issues and a former Director of Curricula

and School Life in the Ministry of National Education and Professional Training.

He is expert in education, psychology and human development, and is a teacher at Fes

Higher School for Teacher Training.

The presentation will focus on the following:

• Reference frameworks, objectives and expectations vis-à-vis internal assessment of the professions;

• Assessment foundations such as comprehensiveness, objectivity and democracy;

• The different steps regarding education professions assessment, more precisely, the correlation of assess-

ment and professional career of the Ministry’s personnel, be it at the level of selection, training or practice.

INTERNAL ASSESSMENT OF EDUCATION PROFESSIONS

BIOGRAPHY

Khalid Fares

ABSTRACT

Director of the National Authority of Evaluation of Education, Training and Scientific

Research system at the Higher Council for Education, Training and Scientific Research

since 2014. Rahma Bourqia is a member of the Academy of the Kingdom of Morocco. Sha

has a Doctorate in Sociology from the University of Manchester in the UK. She served as

President of Hassan II University-Mohammedia from 2002 to 2010, and as Dean of the

School of Letters and Human Sciences from 1998 to 2002 in the same university.

She is a former member of the Royal Committee for the Reform of the Moudawana

(Personal Status Code) 2004, and of the Commission for the Reform of Justice 2013. She is

presently a board member of the United Nations University in Tokyo and of the Alexandria

Library in Egypt.

Rahma Bourqia was awarded honorary doctorates from the universities of Indiana State,

USA, Nanterre, France and Liège, Belgium.

Education involves a great number of professions, which play all a major role in the proper functioning of education

and training systems. A distinction must be made, nonetheless, between professions requiring a technical know-

how and pedagogical professions in which education actors are actively involved in the learning and educational

processes.

The teaching professions belong to that latest category. This presentation will examine, in light of international

experiences, teachers’ formative and summative assessment tools meant for the improvement of teachers’

performances, which conditions the learners’ success. The implementation of the recommendations of the Strategic

Vision of the Reform 2015-2030 calls for a reflection on the role that might be played by external assessment of

teachers in the upgrading of the profession and in the inducing change at the level of schools.

ASSESSING TEACHERS: INTERNATIONAL EXPERIENCES AND NATIONAL CONTEXT

BIOGRAPHY

Rahma Bourqia

ABSTRACT

English

Engl

ish

Sami Khasawnih is a Jordanian expert in education sciences and management.

He holds a PhD in Pedagogical Management from New York University, in 1971 and MA in

Pedagogical Management from New York University too.

Former Dean of the School of Education Sciences at Jordan University and former Deputy

President of the Jordanian University for Academic Affairs.

He has published multiple articles and essays on education and taken part in many

symposiums on education and culture in the Arab world and elsewhere.

He is member of many Jordanian, Arab and international education and culture

organizations.

He has worked as an expert for UNESCO and ALECSO mainly.

The presentation aims to describe teachers’ assessment practices in higher education and in elementary schools in

Jordan, most particularly the bodies responsible for it and the tools adopted.

Cases of teachers’ assessment in public and private schools will thus be presented, as well as examples of assessment

in some UNRWA schools.

ASSESSING SCHOOL AND HIGHER EDUCATION TEACHERS :

PHILOSOPHY, TOOLS AND PRACTICES.

BIOGRAPHY

Sami Khasawnih

ABSTRACT