teacher education in the knowledge hub: key issues and...
TRANSCRIPT
International Conference on Higher Education and Economic Development Mauritius3-5 September 2012, Mauritius
Teacher Education in the Knowledge Hub: key Issues and Challenges
by
Dr Sarojiny Saddul-Hauzaree
Mauritius Institute of Education
TEC goals
To create an enabling environment for Mauritius toemerge as a Regional Knowledge Hub and a Centre forHigher Learning and Excellence.
To promote and enhance teacher education andtraining in order to raise standards of feeder systems topost-secondary education.
(Source: Understanding the role of the TEC, 2012)
Teacher Education
Knowledge Hub
11 PUBLICLY FUNDED INSTITUTIONS
LOCAL & INTERNATIONAL AWARDING BODIES
58 PRIVATE INSTITUTIONS
46,000 STUDENTS ENROLLED IN TERTIARY EDUCATION
Increase Gross Tertiary Enrolment Ratio from 46% to 72% by 2015.
Minimum 1 Graduate per family.
Attract leading institutions.
Attracting 100,000 Foreign Students by 2020
Positioning of Mauritius as a provider of high quality education services to international students.
Source: TEC
TES is to re-link with the real world--New Voices need tointegrate the TE debate to keep pace with change.
Stakeholders which should be at the centre of any debateon the developmental strategy on tertiary educationmust come from the pre-primary, primary, secondary andprevocational sectors.
There is anecdotal evidence that students are coming in TE less prepared than they were years ago.
Students are almost never required to be critical (never in examinations).
Knowledge and Skills for the Knowledge Hub are built atpost-secondary and higher education levels(tertiary)….but start from pre-primary and builds upacross the schooling system
A conducive environment for building a Knowledge Hub willbe affected by inequities in preceding levels of education,namely, at the pre-primary, primary and secondary levels.
The quality of teachers determines the quality of education.
Sustained quality teacher education is a key element that willenhance quality of education at all levels and will widenaccess to tertiary education.
improve educational attainment and equity and
enhance quality of educational outcomes in every classroom
We need to focus on increased access to qualityteacher training and education programs(Teacher Education) for public and privateschool teachers in Mauritius to ensure that bettertrained teachers are widely available in all schools.
The need for the study was argued from a review of literatureas there is paucity of research on the contributing role ofteacher education in building a strong tertiary sector.
The study starts with a description of teacher education inMauritius, in both public and private institutions.
In particular, we studied the initial teacher preparationprogrammes through to teacher continuous professionaldevelopment.
We discuss the challenges and emerging issues for teachereducation.
Teacher Education
Pre-serviceIn-service
Continuous Professional Development
Pre-primary/Primary/Prevocational/Secondary/Special Education Needs Teachers in state and private (aided and
non-aided) schools
Inspectors/Headmasters and Deputy Head masters/ Pre-primary Supervisors/ICT Support Officers (Primary)/
Rectors/Deputy Rectors
1018
184
1160
763, 75%
050
100150
200250300350400450500550600650700750800850900950
100010501100
Pre-primary Schools, 2011
Pre-primary Schools
305
222, 73%
53
17
0
50
100
150
200
250
300
350
Total State Private Aided Private Non-aided
Primary Schools, 2011
Primary
180
69, 38%
90, 50%
21
0
20
40
60
80
100
120
140
160
180
200
Total State Private Aided Private Non-aided
Secondary Schools, 2011
Secondary Schools
Figure 1 - Total Expenditure on education, Republic of Mauritius,
2011
Secondary, 49%
Tertiary, 8%
Pre-primary, 1%
Primary, 27%
Other, 13%
Technical &
Vocational, 2%
2501 2527 2513 2541 2518 2558 2550, 2%
5531 5598 5548 5498 5454 5472 5627, 1.7%
74337761
8124 8053 8186 8323 8507, 14%
0
1000
2000
3000
4000
5000
6000
7000
8000
9000
2005 2006 2007 2008 2009 2010 2011
pre-primary
primary
secondary
Teacher population 2005-2011
Mauritius Institute of Education
Public institution under the aegis of the Ministry of Education and Human Resources.
1973: MIE Act
1975: Laying of foundation stone
1976: First cohort of students
13 January 1978: Inauguration of new building.
For 36 years MIE has been to the service of the nation in TEACHER EDUCATION
Certificate of Proficiency in ECE, pre-service
Pre-Primary Primary Secondary
Teacher Certificate in ECE
Advanced Certificate in ECE
Diploma in ECE
Bachelor in Education (Pre-Primary)
Teacher Certificate Primary
Advanced Certificate in Education (ACE)
Teacher’s Diploma Primary
Advanced Diploma
Bachelor in Education, Primary
Teacher’s Diploma Secondary
Bachelor of Educationor
First degree in a subject matter (University )
Certification required (pre-service course )
PGCE
Master in Education, MA/MEd
D.Ed./ PhD
Prevocational Special Education Needs
Teacher’s Certificate Prevocational
Diploma in Special Needs –Remedial Education
Teacher’s DiplomaPrevocational
Primary School Management
Diploma in Educational Supervision and Inspection
Advanced Certificate in Educational Management
Certificate in Educational Management
Primary School Inspector
Head Masters
Deputy Head Master
Teacher Education Programmes offered by private institutions
Other institutions that give access to education programmes and training for teachers/ school administrators
Bureau d’Education Catholique, BEC
Charles Telfair Institute
Middlesex University (Mauritius Branch)
University of Technology, Mauritius
NGOs (SEN Schools, CEDEM)
BEC (Bureau D’ Education Catholique) in collaboration with L‘Institut Cardinal Jean Margeot/Australian Catholic University.
BEC is the executive office of the Roman Catholic Diocese ofPort-Louis for its education services and is a main privatepartner of the Ministry of Education, Culture & HumanResources, catering for around 35,000 students in our educationsystem.
There are 46 primary grant-aided RCA schools and 17 secondarygrant-aided schools under BEC.
e-learning platform with online courses (pilot project)
training workshops for teachers
online forum for teachers and students
Applied Pedagogy: Certificate in T/L with the Australian Catholic University (ACU) to inform T/L practices. This is a non-award course for those who wish to engage in life-long learning or improve their methods of teaching
•Delivery: online, face-to-face/lectures, seminars, workshops
to upgrade the skills and knowledge of teachers to face new challenges: environmental, social and pedagogical.
Charles Telfair Institute in collaboration with the Challenger Institute of Technology :
•Certificate in children services for pre-school or nursery school assistant
CTI: MUR 70,000 (3400%)/$2250
MIE: MUR 2,000/$66
•Diploma in children services: Early Childhood Education and Care for Pre-schools/Pre-primary Teachers (Rs 70,000)
•CTI: MUR 70,000 (1500%)
•MIE: MUR 4300
•
•Middlesex University (Mauritius Branch)
MA Education (Leadership and Management)
This Masters course offers you the opportunity toundertake a one year full time or a two year part-timeacademic programme, whilst engaging in a projectdesigned to achieve change in an educational field ofyour choosing. The course covers a wide range ofeducational theory and practice, and introduces you tothe methods and purposes of the Action Researchparadigm.
DissertationPedagogy and Current Issues in EducationPolicy Leadership and Management in Education
University of Technology, Mauritius
•Masters of Arts in Educational Leadership & Management
•School leaders & managers, educational consultants, members of theinspectorate, educational planners & policy involved in education atprimary, secondary or tertiary levels.
•Delivery: lectures, individual or groupprojects, presentations, workshops, seminars and case studies
•NGOs (ex. OMEP) or SEN Schools such as CEDEM involved in non-award school-based training.
What are the issues and challenges?
Quality TEP
Cost of TEP
Certification
Access to pre-service/in-serviceTEP
Access to CPD
Demand versus Supply
Teacher Certification
All pre-primary and primary school teachers must have a minimum certification (certificate/diploma) to be aclassroom teacher. Certification as a teacher is not a pre-requirement for secondary teaching.
Policy decisions to require all teachers entering the service to have:1. successfully completed an accredited teacher education program
and2. be certified.
Additionally,1. teachers require the award of a degree as a pre-requisite for
joining the profession.
Ideally, certification should be renewable, with specified requirements suchyears of teaching, advanced degrees, attendance at workshops, CPD etc.
In Finland, teachers have to have a masters degree in order to teach.Educator’s License in 2008.
2558
2125
1177
0
500
1000
1500
2000
2500
3000
Pre-primary teachers 2010
CPECE TCPP
Pre-primary courses 1976-2010
Pre-primary courses 1976-2010
5472
4531
1133
4386
1776
0
1000
2000
3000
4000
5000
6000
Primary teachers
2010
TCP(FT) TDP(FT) ACE TDP (PT)
Primary Courses Total Output 1976-2010
Primary Courses Total Output 1976-2010
8323
151
794
2228
30641 221
2505
5452
2871, 35%
0200400600800
1000120014001600180020002200240026002800300032003400360038004000420044004600480050005200540056005800600062006400660068007000720074007600780080008200840086008800
Secondary Courses Total Output 1976-2010
Secondary Courses Total Output 1976-2010
Demand versus Supply
• Supply of teachers to the sector has never been a realproblem.
• Persistent demands have come from in-service teachers for upgrading of certification and CPD.
Primary Sector: Planning by relating projected teacher demand to teacher supply by Government and BEC.
Control in recruitment and training at pre-primary and primary makes teacher supply for these two sectors cost-effective.
Secondary: UOM/other universities provide the supply of graduates in different subject areas.
Source: MIE Quality Audit Report, 2007
2550
5627
8507
0
1000
2000
3000
4000
5000
6000
7000
8000
9000
2011
pre-primary
primary
secondary
Cost of formal training and CPD
The challenge is affordability.
No competition created by private providers due to the high cost.
State has to continue to invest in upgrading thequalifications of teachers.
0100002000030000400005000060000700008000090000
100000110000120000130000140000150000160000170000180000190000200000210000220000230000240000 Cost (MRU), 2012
Cost
Recognition
MIE awards certificates and diplomas only. It is not a degreeawarding institute. To award B.Ed., MA in education, D.Ed., ithas developed and sustained partnerships/collaborations withnational and international universities. MIE has to rely onpartnerships/collaborations to cope with its increasingdemand for new programmes
University of Mauritius (UOM)University of Technology Mauritius (UTM)University of BrightonMahatma Gandhi Institute (MGI) for Asian languages/Arabic teachers University of Kwazulu NatalIndira Gandhi Open University (Diplomas only)
International partnerships has offered greater access toquality TEP than MIE as a single provider is able todispense.
OTHER KEY ISSUES
21st century teachers need the right values, skills andknowledge to be effective practitioners who will bring aboutthe desired outcomes of education. We need a continuousupgrading of the initial and continuing teacher educationprograms underpinned by evidenced-based teaching andlearning.
To strengthen and upgrade Teacher Training Institutions tomeet the projected needs for initial training and CPD, tobring innovation, to improve the quality of facilities andequipment, to invest in new modes of delivery, Open andDistance Learning/e-learning.
With the advent of new public/private providers forTE, there is a need for a regulatory framework basedon a proposed teacher education model that:
provides the crucial theoretical foundationnecessary to produce the “reflective and thinkingteacher”.
builds on strong partnerships with key stakeholdersand schools to ensure strong grounding in teachingpractice.
provides a solid base in subject matter andpedagogical content knowledge, as well as a strongconnection to educational research.
Key issues (contnd.)
Enhance the potential of public-privatepartnerships in the rationalization of structureand organization of teacher education for cost-effectiveness.
To establish a national framework for anintegrated and cost-effective system of teachereducation, with a coordinating mechanism thatcovers all institutions involved in trainingteachers.