I don’t often do this but here – verbatim – is the Ministry of Youth, Education & Sport (MOEYS) official policy towards formal teacher training.
- The primary objective of this program is to ensure an effective supply of teachers for all education levels so as to respond to the education system expansion through upgrading the competencies of TTC managers and education administrators, teacher trainers, school principals and other key staff of the MOEYS.
- The second objective is to ensure that the number of new intakes of all TTCs and the NIE and the subsequent deployment of new teachers should favorably respond to the growing demand for teachers in rural/remote and disadvantaged areas through the recruitment and training of teacher trainees from these targeted areas as well as from the areas inhabited by ethnic minority people.
- The third objective is to improve the quality of teaching through expansion of in-service teacher training.
Responding to ESP Strategies and Policies
Policy 1: Ensuring Equitable Access to Education Services
- Ensuring teacher provision in remote and disadvantaged areas.
- An action plan on multi-grade teaching in border and remote areas and/or areas populated by ethnic minority groups developed annually.
Policy 2: Improving the Quality and Efficiency of Education Services
- Improve pre-service and in-service teacher development.
- An action plan for the capacity development of teaching staff developed annually.
- A report on the needs assessment for upgrading trainers’ competencies and an action plan for teacher trainer capacity development to be completed in 2010.
- Master Plan for Teacher Development finalized in 2010.
- Report on the needs assessment for facilities in all teacher training centers finalized in 2010
- A plan for upgrading the competencies of secondary-school teachers with limited teaching capacity developed in 2011.
- ICT documents in teacher training curriculum revised in 2011.
- Modules of gender sensitiveness will be officially integrated into the teacher training curriculum in 2011.
- Teacher training curriculum review to be completed by 2012.
- Modules for inclusive education in teacher training curriculum revised in 2012.
Indicators and Targets
- 5,000 new trainees will be recruited annually to enroll in all TTCs, in which priority in which priority will be given to at least 40% of teacher trainees from rural, remote and disadvantaged areas and those with ethnic minority backgrounds.
- 3,000 primary-school teachers will be trained at the six RTTCs by the SY 2013-2014 with a view to upgrading their competencies to become basic education teachers.
- 90 primary-school inspectors and 120 secondary-school inspectors will be recruited and trained at the national Institute of Education (NIE) by SY 2013-2014.
- 1,500 new trainees from disadvantaged areas will be recruited annually and assigned to work in their indigenous areas after completing their education.