F R A M E OF REFERENCE FOR A STUDY O N THE INITIAL AND CONTINUING EDUCATION OF TEACHERS

A . Explanatory note on the studv

Background information on the study

1. O f the different topics identified by the Joint Committee*at its Fifth Ordinary

Session in 1988 ( C E A R T / V / 1 9 8 8 / 5 ) as studies to be carried out by U N E S C O on

topics that it felt needed to be examined more thoroughly, three are of direct

concern to U N E S C O :

(i) the lack of qualified teachers and the resort to non-qualified staff;

(ii) the training of teacher educators;

(iii) the continuing education of teachers.

2 . Since any one of these topics has bearing on the others, U N E S C O proposes to

undertake a number of consolidated country case studies, covering the three topics,

within a broad title: "The initial and continuing education of teachers". It is

expected that the study will throw light on the extent to which relevant articles of

the Recommendation are being applied. It will also help provide an insight into the

current state of teacher education programmes and a better understanding of the

further education and training needs of teachers on the threshold of the 21st century.

3. The study should give due attention to issues and problems relating to all

aspects of the education of w o m e n teachers, in particular gender role and balance,

and of teachers of minority groups and other categories of society requiring special

education.

4 . It should be noted that:

(i) the term "teachers" in the title proposed for the case studies is used in a

generic manner to cover also teacher educators, school principals, as well

as directors of teacher training institutions, inspectors/supervisors and

auxiliary staff;

(ii) the term "initial education" covers pre-service training of student teachers

in order to qualify them to enter the profession;

(iii) the term "continuing education" refers to the further education of teachers

and includes all forms of in-service training throughout the teacher's

career. It also includes self-education as pointed out by the Joint

Committee in its special session in 1985 ( C E A R T / S P / 8 5 / 7 ) .

5 . In order to facilitate the use of terminologies, relevant pages of the U N E S C O

International Standard Classification of Education ( ISCED)* will be made available

* Joint ILO/UNESCO Committee of Experts on the Application of the Recommendation concerning the Status of Teachers (Cf. Report CEART/SP /1991 /12 , Annex 3)

Annex 3 / 2

to the members of the working group responsible for preparing each case study.

Working methodology

6. Studies will be carried out in a selected cross-section of countries (15 or more,

depending on resources and the willingness of countries to conduct such a study).

The countries will be selected with a view to geographical, socio-cultural and

economic balance, and to obtaining a more global perception of the situation in

regard to the lack of qualified teachers, the training of teachers educators, and the

continuing education of teachers. Studies done by other United Nations agencies

will also be used in the preparation of the Joint Committee's reports.

7 . Each country case study will be prepared by a working group, composed of

representatives of government and private institutions as well as teachers'

associations. These persons will be chosen for their high competence and

professional experience by the coordinating body in the country identified by

UNESCO.

8. U N E S C O (Division of Higher Education and Research ( E D / H E P ) ) will

monitor the preparation of the case studies with the cooperation of the respective

U N E S C O field officers and U N E S C O National Commissions. The Joint

Committee has asked up to three of its members to act in an advisory capacity as

necessary to the U N E S C O Secretariat in carrying out the task. In general, these

studies will be available for discussion prior to their consideration by the Joint

Committee.

9. The international non-governmental organisations ( N G O s ) of the teaching

profession having consultative status (A) with U N E S C O notably, the World

Confederation of Organizations of the Teaching Profession ( W C O T P ) , the World

Federation of Teachers' Unions ( W F T U ) , the International Federation of Free

Teachers' Unions (IFFTU) and the World Confederation of Teachers ( W C T ) , have

agreed to collaborate by proposing names of their representatives in the selected

countries to serve in the working groups, and by providing them technical support

as necessary.

1 0 . In each case study relevant country reports and studies on the three topics

mentioned under paragraph 2 should be taken into consideration by the working

group.

International Standard Classification of" Education Abridged edition. U N E S C O , Division of

Statistic on Education, Office of Statistics. E D / B I E / C O N F I N E D . 3 5 / R e f . 8 , Paris, July 1975.

Annex 3 /3

B . Draft Table of Contents

Introductory Remark:

The following table of contents has been prepared with a view to providing

guidelines and ensuring the comparability of qualitative and quantitative information

from the various countries. It is understood that the proposed table will be

interpreted in the light of the respective national contexts.

PART ONE - GENERAL INFORMATION ON THE SCHOOL SYSTEM AND ON TEACHER TRAINING

1. The school system

2 . Gender role and balance

3. The teacher training institutions

3.1 number and types of institutions, their location and distribution

3.2 the place of n e w information and communication technologies and their

role in teacher education

3.3 material, human and other resources available to the above institutions

3.4 their financing and management

3.5 responsibilities of other institutions including universities

3.6 specific cases of the private system (or systems)

4 . The initial and continuing training of teachers

4.1 training structure

4.2 criteria for admission to initial training courses; implications, if any, for

women

4.3 duration of initial training according to categories of teachers

4.4 regulation of initial training (compulsory or not ?)

4.5 student teacher enrolment over the past 5 years. N u m b e r of teachers

certified to enter the profession over the same period. Break down by

gender in both cases

5. The content of initial and continuing teacher education programmes

5.1 syllabuses

5.2 content ratio between (i) professional subjects and general education

subjects; (ii) theory and practice in professional studies

5.3 n e w curriculum areas

5.4 research and experimentation in education

5.5 examination and assessment systems

Annex 3 /4

6. Special cases wherein various specialists participate in the initial and

continuing education of teacher educators

PART T W O - UNQUALIFIED OR UNDER-QUALIFIED TEACHERS

1. Criteria for assessing qualification

2 . The shortage of qualified teachers. Reasons for this shortage

3. The percentage of unqualified and under-qualified teachers among the overall

teaching population. Proportion of w o m e n teachers in this category

4 . Distribution within the school system (levels and subject areas)

5 . Provisions for their up-grading

5.1 continuing education organizational aspects, training methods and

syllabuses, including distance education

5.2 participation by various categories of educational staff in the continuing

education and training

5.3 consequences and implications of in-service training

PART THREE - TRAINING OF TEACHER EDUCATORS

(This section will also cover aspects of the training of school principals,

directors of teacher-training institutions, and inspectors/supervisors)

1. The profile of a teacher educator

2 . Gender role and balance in relation to teacher educators. Breakdown by levels

of responsibilities

3. Institutions providing specialized training (if any)

4 . The training structure

5 . Training objectives and syllabuses

6. The level of initial preparation for the teacher educator; implications for

w o m e n

7 . The experience required (classroom, school/institution, organization and

management)

8. The recruitment and selection of teacher educators; implications for w o m e n

9. The role of research

10. The status of teacher educators as a determining factor in their effective

participation in the initial and in-service training of teachers

Annex 3/5

PART FOUR - GENERAL REMARKS

1. This section is designed to provide a comprehensive survey of-the information

gathered, including:

(a) the main points of a diagnosis of the present situation with respect to the

three main topics discussed in the study:

(i) the lack of qualified teachers and the resort to non-qualified staff;

(ii) the training of teacher educators;

(iii) the continuing education of teachers;

(b) a brief description of possible measures to improve the situation

observed, if it is unsatisfactory.

2 . It would also be useful to state whether:

(a) such a study would be helpful in allowing the authorities concerned to

understand better teacher training needs and to devise measures aimed at

improving the status of teachers;

(b) if this study has deepened understanding of the 1966 Recommenda t ion ,

with particular emphasis on the scope and procedures for implementing

provisions relating to the initial and in-service training of teachers

(Chapters I V and V ) ;

(c) there are other specific areas of the Recommenda t ion that would usefully

be studied in depth;

(d) the provisions relating to Chapters I, II, III, IV, V and V I of the 1966

Recommendation are still valid. If they are not, determine which ones

require updating, in the light of changes observed in education since

1966 and their impact on the n e w roles and responsibilities society has

placed on teachers.

3. Input is sought only on those provisions of the Recommendation falling within

the competence of U N E S C O

4 . Other observations (to be specified)

STUDY ON THE INITIAL AND CONTINUING EDUCA TI ON OF TEA CHERS IN YEMEN

By: Dr. Magced A . Ghancm Dr. Dawood A. Al-Hidabi

D E C E M B E R 1993

STUDY ON THE INITIAL AND CONTINUING EDUCATION OF TEACHERS IN YEMEN

By: Dr. Mageed A . G h a n e m Dr. D a w o o d A . Al-Hidabi

This study presents a review of the initial and continuing education of

teachers in the Republic of Y e m e n . Its main objectives are as follows:

i. T o review the present Yemeni system of initial and continuing

education of teachers, ii. T o assess the output of the various teacher training programs in terms

of quantity and quality, iii. T o develop proposals for future programs.

The significance of the study can be stated as follows:

i. Education is considered as an important element of development. Increase in enrollment require a parallel expansion in teacher

education in terms of quantity and quality, ii. The state spends large amounts on the development of teacher

education. Therefore, an overall review on preservice and inservice teacher preparation and education will shed some light on the outcome

of the training programs, iii. The program of the present government includes specific tasks related

to the provision of qualified teachers in schools, thus the study will help lead to suggestions for reasonable realization of the government's priorities.

The study's methodology relies mainly on the available literature, documents and official reports in the field. Il consists of four main parts beginning with general information on the school system and teacher training and ends with a presentation

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P A R T O N E : General Information on the School System and Teacher Training.

Introduction:

The Republic of Y e m e n , formed in M a y of 1990, unifies the twelve governates of the former Y e m e n Arab Republic (the Northern part) and the six govemates of the former People's Democratic Republic of Y e m e n (the Southern part). Y e m e n occupies an area of 555,000 sq. k m . excluding Al-Rub Al-Khali Desert. Its estimated population is twelve million people, 7 8 % of w h o m live in the North and 2 2 % in the South.(l)

Over the last two decades, Yemen's education and training system has grown phenomenally. Enrollment in general education rose from 244,000 in 1970/71 to 2.2 million in 1991/92, with primary education (grades 1-9) enrollment growing from 221,000 to 2.05 million and secondary enrollments from a few thousands to 153,800. The enrollment rate at the Teacher Training Institutes rose from fewer than one thousand in 1970/71 to about 27,431 in 1991/92. Technical and Vocational education was negligible twenty years ago and is still much underrepresented only about 4,965 in 1990/91. Higher education began in the early 70's with a few hundred students and by 1991/92 some 46,841 students were enrolled at Sana'a University and 5395 students at Aden University.(2) The rapid expansion of enrollments shows the government's commitment to provide education, obligatory at least at the first six to nine grades of Basic Education. A national school mapping program is under consideration. It aims at limiting multi-grade classrooms, expanding urban schools and completing rural schools. Yemenisation of teaching staff is one of the M O E ' s current tasks. A law of education has been passed by Parliament in August 1992, although it has yet lo be declared into law by the Presidential council.(3)

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1. T h e School System:

Prior to unification, the Northern part of the country provided 6-3-3 year system, while the South had an 8-4 year system. The present structure of the general education system consists of a nine year Basic Education and a three year secondary school. According to the government's program, attendance in school would be obligatory for the first six grades and the long-term objective is to realize universal basic education.

Parallel to the academic prc-university school system is an educational system of religious schools and attached Teacher Training Institutes under the administrative control and responsibility of the Department of Religious Educational Institutions. Its academic offerings are similar to those of the general educational system except for greater emphasis on Islamic studies and Arabic Language. A n M O E proposal to integrate this system into government basic education system is ••.Mi 1er discussion. Private schools work according with the government school $"!fSicm.(4)

2. Gender Role and Balance of School Enrollments

Significant progress has been made to provide education to meet the rapidly expanding population (3.1% annual growth rate). School enrollment increased in Basic education (grades 1-9) from 1,914,754 in 1990/91 to 2,069,492 in 1991/92. According to 1991/92 statistics, male students represent 7 5 % of the total age group (6-15), while females represent only 25%. The increase of students at secondary education (grades 10-12) rose from 126,220 in 1990/91 to 114,717 in 1991/92. Male students represent 9 3 % of the total age group 16-18 yrs., while females represent only 7%.(5)

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3. T h e Teacher Training Institutions:

3.1. According to statistics for the year 1991/1992, the total number of teacher training institutions w a s 83 with 27,431 students. Male students numbered 24,963, while females accounted for only 2,488 of the total number. There are two teacher training systems preparing Class teachers for grades 1-4 of Basic Education and colleges preparing for classes 5-9 and 10-12, these are:

i) Post Preparatory Teacher Training Institutes (9 years + 3) ii) Post eight-year Unity School teacher training institutes (8yrs. + 4) iii) Post secondary teacher training colleges ( 12+2) and ( 12+4).

These institutes and colleges are spread all over the govemorates. The curriculum of the post preparatory system (9+3) is shown in table 2 in terms of courses and hours of study per week for each level of the program. Table 3 illustrates courses of the 8+4 system. College curriculum will be presented in Part Three.(6)

3 2 The methodologies used in preparing teachers of these programs depend mainly on the instructor's efforts, the prescribed texts and available teaching aids which m a y not be up-to-date teaching methods. The availability of n e w information and communication technologies is very m u c h limited if not nil and thus has no role on teacher education in general.(7)

3.3 Preservice teacher training institutes in general face problems in having their o w n autonomous facilities. M a n y of these institutes are attached to either preparatory or secondary school buildings. Another problem is the non-availability of adequate funds for the maintenance and repair of buildings. There is also a lack of financial resources for the procurement of materials and equipment necessary for the implementation of instructional and training activities and tasks prescribed by the program. The existing hostels are old, with minimal exceptions.(8) The students of the institutes receive a monthly allowance of Y.Rial 700 (equivalent to S 50 at the official exchange rate). The management consists of a headmaster and

4

deputy, teaching staff and administrative employees. The colleges of education in all govemorates don't interfere with the institutions' tasks. They have their o w n plans to prepare either subject teachers for grades 5-9 or 10-12. The colleges have better facilities than the Ministry of Education ( M O E ) ' s institutes.

4 . T h e Initial and Continuing Training of Teachers:

4.1 The Sector of Training and Qualifying in the Ministry of Education is responsible for all training activities. These are three departments in charge of preparing plans, and two Inscrvice Teacher Training Institutes to carry out the different training courses.

4.2 The initial training courses are prepared for n e w untrained teachers w h o are either holders of secondary certificates or university degrees. These teachers are asked to join basic training courses which last for 4-6 weeks each. The Sector also arranges a number of refresher courses for trained teachers which last for two weeks. These courses are not compulsory.

4.3 The continuing education system in Y e m e n encourages teachers, to finish their university education after three years of service. These teachers attend colleges as regular students with Paid leave. The number of student teachers enrolled during the last five years was approximately 15,000.(9)

5. The content of the initial and continuing teacher education program does not differ from the regular teacher training programs. The Study Programs are presented in Part Three.

The content ratio between professional subjects and general education subjects in the 9+3 system is 1:8, while two year post secondary programs the ratio is nearly equal. In general teacher training programs emphasize excessively theoretical information and suffer from repetition and duplication. Both pre and ¡n-scrvicc teaching methods are traditional, depending upon lecturing and one w a y communication with limited attention given to practical aspects and to the development of teaching skills.

5

P A R T T W O : Unqualified O r Under-qualified Teachers

1. Criteria for assessing (liialificntion

The demand for education in Y e m e n is growing greater and greater to meet the current development in the various fields of life. The qualifications needed in the past were not similar to the present day prerequisites for teachers recruitment. In the early forties of the 20 th century illiteracy was spread all over the country except for a very few people w h o were lucky enough to get primary or Secondary-education such qualification was considered the highest level to reach. Since then, the criteria underwent a number of developmental changes to cope with the country's progress. Today things have changed and there is a great quantitative expansion in school enrollment rate as shown in Table 1. The yearly increase in school graduates at the different education levels will lead to n e w criteria for assessing qualifications. The present day system assesses teachers qualifications as follows:

A . Basic Education Teachers:

1. Lower Grades (1-4): They should be graduates of Secondary-Schools or Teacher Training Institutes (Three years after 9 years of ed.).

2 . Upper grades: (5-9): Teachers should have a 2 year diploma after Secondary Certificate or 4 year Bachelors degree.

B . Secondary Education: It includes teacher training institutes and Secondary' Schools. Teachers should be holders of Bachelors degrees.

C . Higher Institutes and University Colleges: These institutions usually recruit holders of Higher University degrees, i.e. Master and Ph D degrees.

e

2. T h e Shortage of Qualified Teachers: Reasons for this shortage

Y e m e n has witnessed a rapid growth in education over the last thirty years. W h e n comparing the total enrollment of school pupils and teachers in 1962 with the statistics of 1992, there appears a great quantitative jump. Table 1 illustrates clearly the rate of growth of the present day formal education system.(10)

From the table, it can be estimated the Pupil/Teacher ratio at the different educational stages as follows:

Pupil/Teacher

Basic Education: 38.4

Secondary Education: 26.9 Higher Education: 28.0

The number of Yemeni teachers to non-Yemeni teachers according to the statistics of 1992 presented from the concerned departments is as follows:

Yemeni Teachers N o n - Y e m e n i Teachers % N o n - Y e m e n i Male/Female Male/Female

•Basic Ed. 36,666/9,260 6,091/479 12.5

Sec. Ed. 1,817/1,098 2,583/255 49.3

Higher Ed . 1232 630 ' 33.8

From the above figures, one can point out the following facts:

1. A s a matter of fact, the ratio of Pupil/Teacher in cities is high.

7

2. The number of expatriates should be replaced in the future by Yemeni teachers.

3. The number of female teachers is low in comparison with male teachers. A s a result ofthat, some action should take place to raise the female participation.

Reasons for the Shortage:

1. The profession in the leaching field is considered as anon-attractive one to many people.

2. The huge expansion in schools and enrollment was not accompanied by an appropriate preparation of teachers.

3. S o m e graduates of the Education Institutions prefer to join other occupations.

4 . There is no clear policy and long term plans to foresee future needs of teachers.

3. T h e Percentage of Unqualified and Under-qualified Teachers:

The tenu used for unqualified teachers in Y e m e n m a y be given to those graduated of non educational institutions, while under-qualified teachers are those w h o do not meet the minimum academic requirement to work in a certain school level. The total number of teachers in General Education according to the statistics of 1992 is 58,249 among them 11,092 are females.

8

The percentage of unqualified and under-qualified teachers among the overall teaching population m a y be stated as follovvs:(l 1)

Male Female Percentage

Total N o . of teachers: Total N o . of qualified teachers: Total N o . of unqualified teachers: Total N o . of under-qualified teachers

The remaining teaching force are those w h o perform their national service (normally secondary school graduates) or are expatriates. The University colleges and faculties usually follow a system in selecting lecturers and there is nothing remarkable about it.

4 . Distribution Within the School System

Teachers are distributed into three catcgories:(12)

A . Class Teachers:

Those w h o work in lower Basic Ed. Schools in grades (1-6). They usually teach all subjects other than Physical Ed. , Art Ed., and Music Ed. The total number of teachers in forms (1-6) in 1992 is 335,55 among them 9,260 females. The number of unqualified teachers was 15,000 in 1992.

B . Field Teachers:

The field teachers are those w h o work at higher levels of Basic Ed. (forms 7-9). The qualified teachers in these forms arc considered those w h o arc graduated in colleges of Ed. with a two-year diploma. The graduates specialize in two subjects in one of the followiiuz combinations:

44,465 9,055 100% 26,280 5,182 58% 15,580 3,211 33% 2,605 662 6%

9

a. Arabic/Islamic b. Matli/Physics c. Chemistry/Biology d. Social Science.

The total number of qualified field teachers in 1992 was 6,771 of which 2,076 were females. The unqualified teachers in this category number about 2 0 % and the percentage of females is 35%.

C . Subject Teachers:

The Ministry of Education usually recruits University graduates to teach in Secondary Schools. They work as subject teachers. The total number of teachers working at the Secondary Level in 1992 was 2,966, of w h o m 970 were females. The percentage of unqualified teachers was 16%.

5. Provisions for Teacher's Upgrading:

The M . O . E . pays interest to upgrade the leaching force and other educational staff by using different methods and means. The plans include training and qualifying programs. The training courses usually aim at promoting teachers' skills and acquainting them with the needed knowledge.

5.1 There are two types of continuing education:

A . Aspects provided for teachers upgrading:

The teachers holding Secondary School Certificates or teacher training diplomas, are allowed to join colleges of education to continue either for a two year diploma or a four year Bach, of Ed. programs. The enrolled candidates attend as full-time students. They undergo the normal college system.

Table 5 refers to the College of Education in Sana'a University for Bach, of E d . .

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B . The M . O . E . has prepared a n e w system for upgrading teachers. This year, it started a n e w distance education system by which teachers are given the chance to continue their further education through an in-service qualifying program. (Table 4).

The n e w approach is meant to keep teachers in the field while undertaking the upgraded qualifying courses. It is a two year Post Secondary diploma for teachers working in grades (1-4). Preparations arc undergoing to start develop such courses for subject teachers for grades (5-9).

5.2 The continuing education and training process is meant to upgrade teaching standards to different categories. The training courses are run by the following staff:

A . Lecturers from the colleges of education B . Instructions from the in-service Training Institutes C . School instructors with appropriate qualifications.

5.3 The in-service training system proved to be of great use because of the

following reasons:

A . It is less expensive than regular academic courses.

B . It serves both sides, the teachers w h o like to qualify while remaining at work. This doesn't create shortage of teaching staffs at the institutions.

C . It sorts out teachers' ambitions and wills. The system is built on individual efforts and determination to finish the course.

D . Though the system is still n e w to Y e m e n , the general impression shows that it is the most handy and appropriate one to suit the country's present circumstances.

il

P A R T T H R E E : Training of Teacher Educators

1. T h e Profile of a Teacher Educator:

A s pointed out earlier,therc are three categories of teacher educators in Y e m e n . The first category is teacher educators w h o are responsible for training secondary school teachers of the different disciplines (aught in these types' o f schools. The' second category is related to those educators w h o are responsible for training teachers w h o are going to teach in of the recently established basic education ,(from grade 5 to grade 9). The third category is related to the educators w h o are responsible for training teachers w h o are going to teach the first four grades of Basic education.

Teacher educators of the first category are P h D holders from recognized universities specializing in the subject they teach. In addition, they have extensive experience in teaching and knowledge of the curricula of secondary schools in Y e m e n .

With regards to teacher educators of the second and third categories, they normally hold their Masters' Degrees with teaching experience or a B S in education with very extensive experience in teaching in schools before joining the teacher training institutes.

Considering the directors of teacher training institutes educational qualifications, and experience in the field of education are necessary, but their qualifications or experience in educational administration must also be considered. However , supervisors have to hold educational qualifications, long experience in teaching and good recommendations from their supervisors during their teaching careers.

2. Gender Role in Teacher Educators:

The available statistics which show the Male/Female is found in the Ministry of Hiuher Education's annual book of statistics of 1992.

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N o . of Staff Establishments Yemeni Non Yemeni

M F Faculties of Education 10 324 58 96

Teacher Training Institutes 83 186 24 69

A s shown above, female lecturers at the faculties of education and higher institutes represent only 1 2 % of the total number of staff. It should be noted that the higher institutes (i.e. two year diploma after secondary school) are within the faculties of education structure. However, fr oni the 1993/1994 academic year the Ministry of Education has established seven higher institutes in different governates as regular and distance teacher training institutes to upgrade the non or under-qualified practicing teachers in the Yemeni schools. It should also be noted that the female staff in the teacher training institutes arc leaching in the female teacher training institutes.

3. Institutions Providing Specialized Training:

There are two institutions which provide special training for teacher training:

A . Faculty of education at Sana'a University:

The Faculty of Education offers a number of different programs.(13)

The first program is directed towards those w h o hold a University degree and either working in education or have the desire to do so, but have no educational qualification. This program is called the General Diploma.

The second type of program is called the Special Diploma. This program is meant to provide the target groups with special knowledge and skills which is of benefit in their place of work. The target groups for this program are those educationists working in the areas of educational administration and planning,

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curricula, or educational psychology. Hence, there are three different'tracks for this program: Educational Administration and Planning, Curricula and Teaching Methods and Educational Psychology.

B . In-Service Training Institute:

This institute is run by the Ministry of Education and offers several programs which vary depending on particular needs recomended to the Institute either by concerned bodies within the Ministry or the studies carried out by the Institute itself. The following programs are offered by the Institute:

i) In-service Basic Training Courses ii) In-scrvicc Refresher Courses iii) In-scrvicc Qualifying Courses

These courses include different special areas in the field of education.

4 . T h e Training Structure:

A . Faculty of education lecturers:

There is no specific structure for their training after attaining their Ph D degrees aside from specialized purpose visits to different institutions abroad.

B . Hiuher Institute Instructors:

Instructors in these institutes normally hold either P h D or M e d . in their specialization.

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5. Training Objectives and Syllabi:

A . Faculties of Education:

I. Objectives:

1. Preparing teachers for preparatory and secondary schools 2 . Investigating educational problems in the Yemeni society

and suggesting the ways of overcoming them. 3. Cooperating with the Ministry of Education in the field of

preparation and training of personnel. 4 . Preparing qualified personnel in different educational

fields. 5. Carrying out educational research for the purpose of

increasing educational knowledge and making this knowledge available to be used in the development of the country.

6. Offering help and supporting achieving the educational understanding in the country for the purpose of meeting the country's educational needs.

II. Syllabus:

Students at the Faculty of Education need to successfully complete 142 credt hours to graduate. These credit hours are categorized as follows:(i4)

1. 15 credit hours for university requirements i.e. Islamic Culture, Arabic and English languages.

2 . 37 credit hours for faculty requirements and elective courses and educational courses.

3. 90 credit hours for student specialization. 69 credit hours out of the 90 Tor the major and 21 credit hours for the minor specialization.

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B . T w o Y e a r Diploma Colleges:

I. Objectives:

There are no defined objectives for diploma colleges. However, these colleges, when they were established, it w a s meant that it's graduates would teach in basic education level. It has yet to be decided whether these colleges will be continued or not. It is most probable these colleges will be part of the Ministry of Education in future.

II.Syllabus:

Inspite of the fact that these colleges were established three years ago, they did not have an authorized syllabus. However, students usually take the courses of the first and second year program of the faculty of education.

C . Higher Institutes:

Objectives of the Teachers Training and Qualifying in Programs Secondary 12+2:

This level of teachers training and qualifying programs aims at the achievement of the following objectives:

I. General Objectives:

1. Preparation of teachers w h o have the teaching competencies required for teaching the basic school lasses within the teaching tasks required for the single class teacher, or the multilevel classes teacher, or teaching a concerned field of those included in the basic school curricula.

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2 . Preparation of teachers equipped with a cuitara! background of the educational bases which enables them to understand the dialectic or argument between educational processes, m a n , society and the requirements of social development in the course of social change and n e w developments in life.

3. Preparation of teachers w h o realize the developmental mental, effective, physical, social and spiritual requirements of the basic school students and try to impart knowledge to the students through the teaching opportunities and experiences inside and outside the school.

D . Teacher Training Institutes:

1. General Objectives:

Objectives of the Teacher Training and Qualifying Institutes.

Objectives of the teacher training and qualifying programs basic 9+3 . This level of preparation and qualifying aims at achieving the following objectives:

1. Preparation of teachers w h o have the teaching competencies required for the teaching profession in the first four classes of the basic school whether teaching w a s inside one class or in the multilevel class or teaching the higher classes of the basic stage.

2 . Preparation of teachers equipped with cultural mechanisms which enable them discern interrelations among educational process, social system and development within the context of a changing life and its n e w developments.

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3. Preparation of male and female teachers w h o represent the developmental and social needs of the students of the basic education stage, and help them develop their personalities in the mental, affective, physical and social dimensions. •

II. Teaching Objectives:

1. Preparation of teachers necessary for'teaching the first four grades in all the prescribed subjects.

2 . Preparation of teachers w h o master the organization of the study plan inside the classroom to teach the subjects prescribed for one of the first four classes of the basic stage.

3. Preparation of teachers w h o master the use of teaching the scientific and literary subjects prescribed for one teaching class.

4 . Preparation of teachers w h o master the strategies of learning motivation for the students of one class or multilevel classes.

5. Preparation of teachers w h o master the management and organization of multilevel classes in order to facilitate the collective or group teaching process inside the classroom.

6. Preparation of teachers w h o master the organization of the study plans to m a k e all students of different schooling levels work, and to utilize the same period of time to achieve the teaching objectives of all student categories inside one classroom.

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7 . Preparation of teachers w h o peifect the collective or group work methods inside the classroom and within the school and environment framework and organize efforts to achieve educational objectives at the basic school.

8. Preparation of teachers w h o adjust tó the rural environments and belong to the teaching profession and continue to take school leaching as a life career for themselves.

9. Preparation of teachers w h o are capable of continuing their academic, educational and cultural development through their contact with unconventional teaching approaches for their inservice qualification without interruption their teaching work in the schools.

10. Preparing teachers w h o are well aware of the role of the basic school in developing human personality, and sensitively respond to carry-out the educational and leaching duties which help in the achievement of the intended objectives of this school because it represents the most important major link in the growth and development of the student's personalities.

H.Syllabus:

The syllabus for the Teacher Training and Qualifying Institutes is presented in Table (2).

19

6. T h e Level of Initial Preparation for the Teacher Educators, Implications for W o m e n :

A s mentioned earlier, Faculty of Education lecturers are required to hold first a B . E d , degree and then join a M . E d program, to be followed by the Ph D program in education.

School principals and supervisors, normally attend training courses organized by the in-service training institute before their commencement of work.

W o m e n educators, first the opportunity is open to m e n and w o m e n without discrimination according to the conditions outlined. Moreover, w o m e n are normally administering female schools and teach in female teacher training institutes.

7. T h e Experience Required:

A . Faculty of Education:

Teaching experience in schools is necessary.

B . Higher Institutes:

Teaching experience in schools is also necessary.

C . School H e a d teachers:

First experience in teaching and experience in supervising specific tasks in schools (5 years).

D . Supervisors:

Long experience (not specified) in teaching.

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8. T h e Recruitment and Selection of Teacher Educators Implication for W o m e n :

A . T h e Recruitment and Selection of Faculty of Education Lecturers:

The process of selecting Faculty of Education lecturers go through several steps. First each department reviews annually its needs for staff and announce for candidate in the official newspapers stating conditions for applications normally, conditions involve a Bed degree with a minimum grade of "very good" and a teaching experience. The second step requires interviewing the candidates. Having interviewed the candidates, the Interviewing Committee decides on the selected would-be lecturers. Then they are sent to pursue their postgraduate studies until they get P h D degrees in their specializations.

B . T h e Recruitment of Higher Institute Instructors:

Normally, the same process is followed with less strict criteria, such as grades.

C . T h e Recruitment and Selection of Teacher Training Institute Trainers:

Again, the same process is followed apart from different criteria adopted. However, the criteria used here are that the candidates should hold a B . E d degree and preferably M . E d with at least good grade in addition to teaching experience.

In general, the process of recruitment and selection of teacher educators is open for male and female candidates. However, preference is given to female candidates in female institutions.

D . T h e Recruitment and Selection of School Head teachers and Supervisors:

It is expected that the teaching in the teacher training institutes has a lower status than the teaching in the higher institutions and

21

faculties. D u e to the fact that the effectiveness of teacher educators participation in training teachers is influenced by m a n y factors, it becomes difficult to evaluate the relative effect of the status of the teacher education. However, the low status of the profession will lessen the motivation of teacher educators to participate and as a result effect the quality of trained teachers (14).

E . T h e Role of Research:

A n y sound improvement in the educational system demands research. In Y e m e n the gap between research findings and educational practice is still wide. This might be do to m a n y factors, among them are:

1. The absence of clear policy and priorities at the governmental level.

2 . The lack of constructive communication between Higher Education Institutions and the Ministry of Education.

3. The underestimation of the importance of research in improving the educational system. O n the other hand, lecturers at the university need to do more research as a condition for promotion.

T h e Status of Teacher Educators as a Determining Factor in their Effective Participation in the Initial and In-service Training of Teachers:

It is difficult to k n o w the status of teacher educators and its relation to their effective participation in the initial and in-service training of teacher in the absence of research in this area. However, it is well documented that the status of the teaching profession is lower than any other profession. In addition, the outcome of teachers' preparation at all levels is looked upon from a quantitative point of view more than the qualitative aspect.

22

P A R T F O U R : General Remarks

The rapid expansion of students at schools after 1962, where they have increased from thousands into millions as pointed out in the study, has led to a big shortage of Yemeni teachers. Expatriate teachers from Arab countries were brought in to fill the gap. Moreover, m a n y Yemeni and expatriate non-qualified teachers were recruited. Such kind of decisions had negative effects on the quality of teaching and learning. It is normal to find n o w pupils in grade 4 w h o find it difficult to read, write or count.

A large number of secondary school leavers of 18 years old have to teach in the early grades of basic education as a national service required by the government. A further number of university graduates with no educational qualifications also have to teach as part of their national service. Moreover, a number of employed Yemeni teachers w h o have been recruited a long time ago are either without official qualifications or are under-qualified. The drop out of Yemeni teachers has led to losing the well-trained and qualified teachers from the teaching profession because the teaching profession is not an attractive one.

Making things worse is the fact that the quality of supposed to be qualified teachers is not up to the standard both in terms of academic and professional i-!puliation.

This lack of real qualified teachers came about as a result of m a n y factors such as the absence of a long-term plan in teacher education, the low status of the teaching profession, the low salaries, the high drop out of teachers, and the rapid expansion in student enrollment and so on.

Concerning the training of teacher educators, there are three" categories of them as stated earlier: lecturers at the university, instructors at the higher institutes and trainers at the teacher training institutes. Lecturers should be P h D holders and instructors should be M . E D holders or B . E D with long experience in teaching. Trainers are normally B . E D holders. Most of the lecturers, instructors and trainers are males, whereas most trainers if not all at female teacher's training institutes are females.

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At the m o m e n t , there is no institution which provides specialized training in Y e m e n . However , there were two programs in Aden but they were stopped. In-service teacher training is very limited. The Yemeni Ministry of Education is aiming n o w at activating the role ofln-service Training Institute and expanding its activities.

Again the Yemeni supervisors and head teachers mostly arc not well qualified. T w o post graduate programs in the field of supervision and administration have already started in both the University of Sana'a and the University of Aden .

Recommendat ions :

The Ministry of Education and relevant education institutions must take some measures to improve the quality of initial and continuing education of teachers in Y e m e n . A m o n g these measures are the following:

1. There must be a clear policy and a long term strategy for initial and continuing education of teachers. The present system of initial teacher education has changed from time to time very rapidly without clear justification; even n o w the ministry as well as the universities arc running different systems of teacher training without coordination.

2. Preparing a clear policy and strategy for initial and continuing teacher education requires research for the assessment of needs and priorities.

3. M o r e attention should be paid to the issue of social status of the teaching profession. This might demand the coordination and cooperation between the relevant bodies such as the mass media, the Ministry of Education, the Ministry' of Civil Service and the Ministry of Finance. Moreover, the government should reconsider its policy of teaching and learning and give it the due attention.

4 . M o r e incentives should be given to teachers , and tougher conditions for recruiting teachers should be applied to improve the quality of the Yemeni teachers.

24

5. The policy of having a national service in teaching for secondary school leavers and university graduates should be stopped due to the deteriorating standard of student achievement.

6. Teacher training programs should be evaluated and developed taking into account updating contents and helping student teachers to acquire the needed knowledge and skills in their future careers. O n e w a y of doing that is an advocation of school-based teacher education.

7. Attention should be paid to improving postgraduate professional diplomas and M e d . programs as well as establishing others to meet the M O E ' s needs. Supervisors as well school administrators are recruited without proper training and qualifications.

8. O n e of the weak points of the M O E is the lack of regular and comulsory inscrvice training programs. Occassional inscrvice training courses have been held, but there is an absence of a comprehensive plan of improving the quality of practising teachers in schools .

9. A realistic plan and strategy should be worked out between the M O E and teacher training establishments such as the Faculties of Education. Unfortunately, there is a gap between the Ministry of Education and the Faculties of Education.

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TABLE 1

1. BASIC ED. (CLASSES 1 -9): 1962 1992 Male/Female

N o . of Pupils 6,220 1,534,637/524,855 N o . of Schools: 921 8,533 N o . of Teachers: 1,377 43,767/9,739

2. SECONDARY EDUCATION: 1962 1992 N4 a! c/Fe m al c

N o . of Pupils: 960 125,970/28,830 N o . of Schools: 3 815 N o . of Teachers: 65 4,400/1,353

3. H I G H E R E D U C A T I O N :

N o . of Students: Nil 42,408/9,828 N o . of Universities: Nil 2 N o . of Teachers: Nil 1,862

26

Curriculum of Three-year Post-preparator

Teacher Training Institutio

Subjects

1. Islamic Studies 2. Arabic 3. Social Studies 4 . Science, Health & Nutrition

5. Mathematics 6. Foundations of Education

7. English

8. Practice Teaching*

9. Instructional Media

10. Community Service

11. H o m e Economics (Femal only)

12. Physical Education

13. Art Education

14. Music Education

Total

* Carried Out In Evening Classes.

Year One Year T w o Year Three

6 6 3 3 4 3 4 2 2 2 2 2 1 1

6 6 4 4 4 3 4 0 0 2 2 2 2 2

6 6 4 4 4 3 4 0 0 2 2 2 2 2

41 41 41

27

Tabic (4) The Academic Plan of the Two-Year Post-Secondary

Class-Teacher Program (12+2).

Components

Cultural

Components

Pedagogical

C o m p o n e n t

Academic and

Methodological

C o m p o n e n t

Courses

Islamic Cultural

Arabic language Skills

English Language Skills

Educational Research Skills

National Education (civics)

Art Education

Phvsical Education

Environmental Education

Familv Education

Introduction to Education

Educational Psychology

Principles of Counseling and Guidance

Measurement and I {valuation

Curriculum Design

Technology of Education

General Methods of Teaching

Practicuuv. a) Thcaretical Training

li) Piaclieal Training

1 development Psychology

Psvchology of Play

Characlci ¡sties of Child Cultural

Class Teacher

Multi-graded Classes

Calss M a n a g e m e n t

Arabic Language Skills Cor Grades 1-4

Arabic Language Curricul and

Methodology of Teaching

Concepts of Islamic Education for

Grades 1-4

Islamic Education Curricula and

Methodology of Teaching

Concepts of Mathematics for

Grades 1-4

Mathematics Curricula and Teaching

and Learning Mathematics

Concepts of General Sciences for

Grades 1-4

General Sciences Curricula and

Methodology of Teaching

Concepts of Social Education for

Grades 1-4

Social Education Cunieula and

Methodology of Teaching

Total of Three Components

1st

sein

2 2 2

2

2

2

17

2nd

sein

2 2

2

2 2

2

2

2

2

1«

3rd

sein

1

2

2

2 1

2

2

2

2

2

18

4 th

sein

2

2

2 .

2

2

2

2

2

16

Total

02 02 02 01

01 01 01

01

01

o: 02

02 02

02 02 02 02 <ß 02 02 02 02 02 02 04

02

04

02

04

02

02

02

02

02

69

29

Table 5: Structure of the Four-Year Post-Unity School

Primary Teacher Training Program

Semester

A.COMPULSORY COMPONENT

Subiect

Arabic Language

Methods or Teaching Arabic

Scientific Socialism*

Islamic Education

General Methods of Teaching

Psychology

Public Health

Military Education

English Language

Physical Education

8

0

2

1

2

0

1

1

3

1

8

0

2

1

2

0

1

1

3

1

6

2

2

1

2

2

0

1

3

1

6

2

2

1

2

2

0

1

3

1

S

3

2

1

2

2

0

1

3

1

5

3

2

1

2

2

0

1

3

1

0

0

0

0

0

0

0

0

0

0

4

4

2

1

2

2

0

1

0

1

Total

M.ithoni.itics

Mt'thoJs ol TiMOhuui M.illUMii.itics

Social and Natural Education

Methods of Teaching Social

and Natural Education

19 19 20 20

B. GENERAL BRANCH

20 20 17

r> 0

6

r> C)

6

4

7

4

4

y

4

4

3

3

4

3

3

0

0

0

3

3

3

Total 12 12 12 12 12 12

C. M A N U A L W O R K S A N D DRAWING BRANCH

12

Polytechnic

Methods of Teaching Social

and Natural Education

Arts Education

Methods of Teaching Arts Educ.

2 2

4 4

2 2

Total 12 12 12 12 12 12

D . PHYSICAL A N D M U S I C A L E D U C A T I O N B R A N C H

12

Physical Education

Methods of Teaching Physical Ed.

Music

Methods of Teaching Music

6

0

6

0

6

0

6

0

4

2

4

2

4

2

4

2

4

3

3

3

4

3

3

3

0

0

0

0

3

3

3

3

Total 12 12 12 12 13 13 12

(*) The subiect of "Scientific Socialism" in the comulsory component has been replaced in 1989-90 by:

Principles of Sociology in Year I; Principles of Economics in Year II; History of Philosophy in Year III;

and Logic in Year IV with the same number of corresponding weekly periods.

Source: M O E .

39

References:

1. " A Report about Population Strategy." Central Statistical Organization, Ministry of Planing and Development, Sana'a,Y.R. 1991.

2 . "Statistical Year Book." Central Statistical Organization, Ministry of Planing and Development, Sana'a.Y.R. 1992.

3. "Government Program for the Years 1993-1997." Sana'a,R.Y. 1993.

4 . " A Report on Education," Educational Research Center, Ministry of Education, Sana'a.R.Y., 1992.

5. " A Statistical Report," Ministry of Education, Sana'a,R.Y. 1992.

6. " A Report on Teacher Preparation," Pre-Service Training Dcpt., Training and Qualifying Sector, Ministry of Education, Sana'a.R.Y. 1992.

7. "Teacher Training Institutes: A n Assessment, Program Development Project, Mouther Share, Sana'a,R.Y. 1992.

S. "Teacher Training System in the Republic of Y e m e n . " Ghanem M.et al, Sana'a,Y.R. 1990.

9. " A Report on the Teacher In-Service Training," The Service Teacher Training Dept., Training and Qualifying Sector, Ministry of Education, Sana ' ,R.Y. 1992.

10. "Statistical Year Book" Central Statistical Organization, Ministry of Planing and Development, Sana'a,R.Y. 1992.

11. " A Field Survey by the Education Sector," Ministry of Education, Sana'a,Y.R. 1992.

30

References (Cont.)

12. "Project Report-1992." Program Development Project, Sana'a,R.Y. 1992

13. Faculty of Education, Sana'a University, The Faculty Prospects, 1985, Sanaa,

Rep. of Yemen .

14. The Ministry of Higher Education, Statistical Book of Higher Education, the

first issue, 1992, Sana'a, Rep. of Yemen .

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