INNOVATIVE METHODS FOR AN INTEGRATIVE APPROACH IN TEACHER TRAINING

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1 Workshop on INNOVATIVE METHODS FOR AN INTEGRATIVE APPROACH IN TEACHER TRAINING in cooperation with UNESCO Haifa, Israel November 1 November 18, 2011 The Golda Meir Mount Carmel International Training Center (MCTC) MASHAV Israel s Agency for International Development Cooperation Ministry of Foreign Affairs Jerusalem

2 BACKGROUND It is widely accepted that early childhood is the first and most important period in a person s life. It influences and determines the ability to function as a mature, independent and creative adult in the future and lays the foundation for studies in primary school. With this knowledge, pledges were made to universalize primary education and greatly reduce illiteracy by the end of the decade. In the year with many countries far from reaching this goal - the international community met in Dakar, Senegal to declare their commitment to achieve Education for All (EFA) by Sub-Saharan Africa is below world averages and country benchmarks, sub-national differences in participation are present, and strong gender disparities and inequalities persist. Nearly half of the countries with very low pre-primary enrolment are found in Sub-Saharan Africa and survival rates to the last grade of primary school remain low in the region. An increasing number of assessments have shown low and unequal learning outcomes, reflecting the extent to which poor education quality is undermining the achievement of EFA. According to UNESCO, there is a severe shortage of teachers, with an estimated 18 million additional teachers needed worldwide if universal primary education is to be achieved by In Sub-Saharan Africa, many teachers are unqualified or under-qualified and the situation regarding supply, retention, and training of teachers is clearly in crisis. There is a specific problem with a severe shortage of kindergarten and primary teachers trained to create an active learning environment in which children can learn and perform in an integrative way, and who see their role as a mediator and an educator. In order to meet the challenges in achieving EFA in preschool and primary education by 2015, MASHAV - through one of its core extensions the Golda Meir Mount Carmel International Training Center (MCTC)- located in Haifa, in cooperation with the Ministry of Education of Israel and other prominent education institutes is engaged in developing an action plan for international development assistance. MASHAV will collaborate with UNESCO to support and assist Sub-Saharan African countries in the field of policy formulation and capacity development in educational planning and management. The collaboration is part of UNESCO s Teacher Training Initiative for Sub-Saharan Africa (TTISSA), a ten year project aimed at dramatically improving teacher training capacities in 46 countries in the region. RATIONALE Although education at preschool level has different needs from those of primary school, there must be a uniform, continuous and developing philosophy in the approach to teaching at both levels. A good foundation in preschool education provides children with the tools and skills to meet the challenges of primary schools and these in turn will enable children to succeed at higher levels of learning.

3 At preschool and primary age, young children conceive the world through their senses and in a holistic way. In early childhood, their thinking is concrete, so learning should not be done in a formal setting. They learn through play and experience. Even as abstract thinking develops, children in primary school do not benefit from learning subjects which are not related to each other. Children must have the opportunity to play, solve problems, make decisions, and ask questions through experiencing their environment together with their peers. In primary school, although learning is more formal, children continue to learn in a holistic, integrative manner. The role of the teacher is to encourage and mediate as the children learn by themselves at all stages. This very practical workshop introduces preschool and primary teacher trainers with the knowledge and skills to build both a stimulating and supportive educational environment, and an integrative study program. The main concepts, values, skills and activities to meet the developmental needs of children are included, while confidence and professionalism in the teachers in their role as a mediator and educator are also created. While aware that change is a slow and arduous process, the program is planned to provide an initial exposure to innovative, holistic and integrative curricula for ECE and primary education. It will be an introduction to exposing teacher trainers to new concepts, methods and approaches used in the field. This introductory workshop is intended as the first stage of the project as laid down in the concept paper "Training in the Field of Education in SUB-SAHARAN AFRICA: a UNESCO MASHAV Collaboration with The Golda Meir Mount Carmel International Training Center (MCTC), January 2010". It will be followed by two to three national or regional level training workshops for local teacher trainers and facilitators in a selected country. OBJECTIVES Training of teacher trainers workshops at MCTC in Israel will focus on introducing the following topics: - Clarifying attitudes and priorities in early childhood and primary education in the participants countries - Initial exposure to ECE and primary education through lectures and visits - The role of the teacher according to the newly acquired knowledge - The main psychological theories of development and learning of children 4 12 years - Content and implementation of teacher training programs - Visits and observations in a variety of kindergartens and primary schools working according to different approaches - Learning how to plan an integrative developmental teaching/learning topic asking why, what and how before choosing any activity - Teaching skills needed for working with young children individually, in small and large groups at the pre-service and in-service levels - Practicing peer teaching - Supervising, monitoring, and evaluating training programs - Setting up support systems, such as pedagogic centers for facilitators and teachers - Writing a project proposal to be implemented in their own settings

4 TARGET POPULATION This training is open to men and women, with leadership qualities, open to new ideas and who see themselves as agents of change. They should be currently employed as lecturers in Teacher Training Colleges from ECD and primary school departments, ECD and primary school teacher trainers, kindergarten and primary school principals, and preschool and primary school teachers who have been working in the field. All participants are expected to have studied education and have at least 3 years experience. It is highly recommended that teams come from the same organizations or schools and participate in the training together. A good command of spoken and written English is essential. PROGRAM OF STUDIES Through introductions, professional study visits, observations, workshops, and discussions of applicability to local realities participants will have: Clarified the attitudes and priorities in early childhood and primary education in the participants countries Been introduced to ECD and primary education in Israel Topics will include introductions on: The Role of the Teacher The teacher as a model - The teacher as a mediator - As a leader and member of a team - As a planner and an integrator The teacher having the knowledge to - create a stimulating learning environment - understand child development - see the child in a holistic way - understand the child s needs: emotional, social, cognitive and motor - plan an integrative study program Teaching Skills Needed for ECD and primary school - The ability to listen and to be empathic - The ability to observe and analyze - Communication skills - Knowledge in literacy, numeracy, math, thinking skills, science, music and art, etc. - To be creative and flexible Familiarity with Available Resources - Personal enrichment through ongoing study, - Interchange of ideas and experience with colleagues

5 Evaluation - Exposure to different strategies for evaluation in the kindergarten and primary school - Building criteria for evaluation in the kindergarten and primary school : Different ways of evaluating study programs Different ways of evaluating the children s progress Different ways of evaluating the teacher Practical Aspects of Teacher Training - Peer teaching - Creating a learning environment - Observing in the kindergartens and primary schools and recording observations; analyzing and discussing adaptability of newly acquired knowledge to their own reality based on their own curriculum - Making no cost/low cost thinking/learning materials - Documentation - Reflection Writing a group project on some aspect of ECD and primary education relevant to their own frameworks WORKSHOP PROCEDURE Participants will reside at MCTC and the studies will be intensive. Five days a week are normally devoted to classroom study and observation visits. Saturdays and Sundays will be spent on assignments or on excursions to places of historical, religious or general interest. The themes will be presented in the form of lectures, small and large group discussions and workshops, by experienced lecturers from both the academic world and the private and institutional sectors. Time will be set aside for participants to share their knowledge and experience. The participants will write a group project on some aspect of ECD relevant to their own frameworks and realities. The workshop will be held in English. CERTIFICATE Upon completion of the workshop, the graduates will receive a certificate confirming their attendance and active participation. APPLICATION Application forms should be obtained from the UNESCO offices and/or from the Israeli Diplomatic representatives serving the applicant's country. The completed applications for admission to the workshop, together with recommendations from appropriate authorities, must be returned to the Israeli Diplomatic and/or Consular Representatives serving the applicant's country, not later than 1 August 2011, for forwarding to MCTC. ITEMS COVERED BY THE SCHOLARSHIP

6 Full Board and accommodation 2 participants per room (linen, hot water, air conditioning) Studies Group and individual tutoring, field visits, written study material Cultural and social activities Excursions to historical and religious sites Miscellaneous Newspapers and periodicals Laundry facilities on the premises Participants are responsible for all other expenses Health Services Medical insurance covers medical services and hospitalization in case of emergency and accident. It does not cover the treatment of chronic or serious diseases, specific medications taken by the participant on a regular basis, dental care, eyeglasses, or the period of pregnancy. Participants using specific medications on a regular basis must bring sufficient quantities for the duration of their stay. Travel The scholarship does not cover flight tickets to and from Israel. International travel fares are the responsibility of the candidate or his/her sponsoring organization. Passport and Visa Passports must be valid for the period of the workshop and include an entry visa into Israel. Two additional passport-size photographs are also required for various documents. Booking The date and flight number of the booking to Israel must be confirmed to assure arrival before the opening of the workshop, on November 1, Weather The workshop will take place in fall, when temperatures may range from 15 C to 25 C. Clothing Participants are advised to bring suitable clothing and comfortable low-heeled shoes for excursions and study visits. Personal Insurance Participants are advised to insure any valuable personal belongings, since MCTC takes no responsibility for them. Foreign Exchange All the major currencies are exchangeable in Israel.

7 ABOUT MASHAV Israel s Agency for International Development Cooperation, known as MASHAV, was founded in 1958 as part of the Ministry of Foreign Affairs. It is responsible for initiating and implementing Israel s development cooperation program worldwide. MASHAV aims at transferring the expertise and technologies which have assisted Israel on its own path to development to other countries. Today, MASHAV cooperates with over 140 countries, providing training and capacity building programs in Israel, as well as operating on-site demonstration projects and building medical infrastructure in partner countries. MASHAV is active in fields ranging from agriculture to medicine and from community development to entrepreneurship. ABOUT MCTC The Golda Meir Mount Carmel International Training Center (MCTC) was founded in 1961 to assist in the training of women engaged in community work in the newly emerging states in Africa and Asia. Since the establishment of MCTC, some 15,500 participants from 148 countries in Asia, Africa, Europe, Central Asia, Eastern Europe, Latin America, Middle East, Oceania and the Caribbean have attended over 480 training activities and 26 International Conferences for Women Leaders, conducted in Israel. In addition, MCTC carries out between institutional capacity building programs in partner countries each year, for hundreds more trainees throughout the developing world. MCTC focuses on three areas of study: Community Development, Early Childhood Education and Organization and Management of Microenterprises, all with gender as a cross-cutting issue. In each program there are up to 30 women and men from 10 to 27 countries. Two workshops are usually conducted concurrently, often in different languages (English, French, Spanish, Russian or Arabic). MCTC is located on Mount Carmel in Haifa. The building consists of living accommodation, classrooms, recreation and dining facilities. A library specializing in education, social sciences and humanities, and a computer laboratory with internet access serve the participants. MCTC enjoys the active cooperation of a number of international organizations, governmental and non-governmental organizations and development authorities.

8 The Golda Meir Mount Carmel International Training Center (MCTC) POB 6111, Haifa 31060, Israel Tel: Fax:

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