REPUBLIC OF MOLDOVA COUNTRY SITUATION OF TEACHERS TRAINING
REPUBLIC OF MOLDOVA COUNTRY SITUATION OF TEACHERS TRAINING SYSTEM
Teachers’ training is a priority for the Government of the Republic of Moldova as far as the quality in education depends on teachers’ training. Our mission is to identify problems in the teachers’ training system and the training needs of teachers, as well as to find solutions for quality assurance in education. In this context, we will address: - 3 key strong areas; - 3 weaknesses; - 3 priorities.
3 Key Strong Areas: 1) Improving quality in teaching with the support and involvement of international projects of professional development of teachers and development partners that have contributed to teachers’ training such as: - the project ’’Technical Assistance for Education and Professional Training in the Republic of Moldova’’ - development partners: LED (International Foundation Liechtenstein Development Service) ADA (Austrian Development Agency) GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit) The expected result: Teachers benefit from a modular trainings cycle to reshape the teaching culture and competences in accordance with professional standard.
2) Elaboration of teaching materials in VET as a result of collaboration of the Ministry of Education, Culture and Research with teachers’ training institutions and the European partners in the field of education. The expected results: - curriculum developed for 6 trades - assessment tools and didactic supports developed 3) The existence and functioning of the system of advancement in the teaching career through attestation and award of teaching degrees. A compulsory condition for the advancement in the teaching career is the teachers’ continuous training. The expected results: - making the teaching process more efficient - increasing motivation for continuous training - increasing teachers’ responsibility
3 Weaknesses 1) Lack of a specialized initial training institution for VET teachers Nowadays, specialists from different fields are re-qualified in the field of psychology and pedagogy to carry out didactic activity in VET. 2) Insufficient opportunities for continuous training of trainers from the institutions of teachers’ continuous training. Currently, the public system does not offer opportunities for continuous training of trainers. This gap is episodically covered by educational projects. 3) The lack of a concept of organizing and conducting online continuous training of teachers and lack of funds for the development of a digital platform for online training. Some continuous training institutions try to create their own mechanism of online continuous training.
3 Priorities II I Building a permanent continuous training system for trainers. Development of flexible mechanisms for quality assurance related to continuous training programs of teachers’ adapted to their needs. III Increasing the digitization level of the teachers’ continuous training system: - creating online platforms for experience exchange; - access to online teaching materials.
- Slides: 6