Objectives and Justification

The teacher development program objective will be to ensure an efficient supply of basic cycle teachers and teachers with a bachelor degree to accommodate for system expansion including, training and upgrading of TTC and education managers, National Institute of Education (NIE) trainers, school directors and other key MoEYS personnel. A second objective will be to ensure that TTC and NIE intakes and subsequent trained teacher deployment respond to growing demands in rural/remote and difficult areas by recruiting new teacher trainees from these areas and ethnic minority areas. A third objective is to improve the quality of teaching through expansion of in-service teacher training provision.

Key Targets and Indicators » Up

- Recruit 5,000 new trainees at TTC recruits per annum, of which at least 30% from rural, remote and disadvantaged areas.

- 3,000 primary teachers upgraded to become basic education teachers at 6 RTTCs by 2010.

Strategy and Coverage » Up

A flexible and responsive pre-service and in-service teacher development system is critical for assuring equitable access to primary and secondary education. Matching the supply and demand for trained and qualified teachers will require close collaboration with the Departments of Personnel and provincial/district education offices. The Teacher Training Department will also review TTC rationalization strategy (e.g. the proposed merging of 6 RTTC/PTTC) and consider level of operational budget for these institutions.

The pre-service program will cover eighteen PTTCs, six RTTCs, one Pre-School TTC (PSTTC) and NIE. The continuous teacher development/in-service program will cover targeted groups of the current teaching service, with emphasis on re-training of primary teachers, basic cycle teacher for lower secondary schools. The management-training component will continue to focus on school directors, but also extended to education managers at all levels. This programme will pay for costs related to providing ongoing in-service teacher training, increasingly delegating management authority to provinces.

Main Programmes and Activities » Up

1- Operation budget for 25 TTCs

• Provide annual operational budgets to the Pre-school Teacher Training Centre, 18 PTTCs, 6 RTTCs, six new resource centres and to improve quality and efficiency of the pre-service teacher education programs. A new priority for TTC is training of basic cycle teachers to enable more flexible response to changing enrolment patterns in the coming years

• Introduce the principles of Child Friendly School (CFS) and School Readiness Program (SRP) into Pre service Teacher Training Curriculum and implement in all Provincial Teacher Training Colleges.

• Delivery of HIV/AIDS awareness courses and supporting textbooks and manuals to all newly teacher training students⁷

• Establish common levels of competence for all TTC staff, including training of trainers through the TTC staff Development Program. The program will provide formal certification as a foundation for the rapid development of the national teacher education system.

3- Education management development program

• Equip primary and secondary school directors with skills to take up active leadership in their schools and be responsible for implementing quality and efficiency measures and managing resources through the Education Management Training Program. The training is delivered through a modular program during school year through a combination of distance learning and residential workshop. The potential for offering professional certification linked to the program is under review. This component will be considered to extend to other education personnel.

4- Continuous teacher development/ In-service program

• Focus on multi-grade teaching, especially for remote/incomplete schools, priority for teacher currently receiving multi grade teaching incentives.

• Upgrade primary school teachers become lower secondary/basic teacher to meet the projected lower secondary enrolment increases.

• Training on use of new textbook, new curriculum and minimum learning standard for teacher at all levels.

• Provide ICT training to all Teachers Trainers and Secondary School Teachers.

• Provide In Service Training to teacher on CFS and SRP

• Delivery of in-service child friendly HIV/AIDS life skills training, supporting improved teaching approaches⁸

Program Management and Monitoring » Up

The aim is to decentralise the monitoring and evaluation to the TTCs from centralized planning and control to monitoring and support of the national teacher education system. Monitoring will identify examples of innovation and good practice which regional monitoring teams from TTD will collect, share and disseminate. The strategic objective is to enable greater delegated authority and operational autonomy to provincial and regional teacher training colleges.

Operational budgets of individual institutions will be channelled appropriately through provincial BMCs and central Teacher Training Department. The Teacher Training Department will be responsible for quality assurance and monitoring. The Committee on Continuous Teacher Development (CCTD) , within the TTD will be responsible for overall planning and monitoring, including providing allocations under agreed guidelines. CCTD will be linked to PTTC/RTTC planning committees at provincial levels. Each PTTC/RTTC will be required to prepare an annual development plan and quarterly progress reports each year for review and approval by CCTD.

Funds allocated to PTTCs and RTTCs will be managed by BMCs set up in the Provincial Education offices. The institution BMCs will plan allocations and be responsible for accounting reporting on the use of funds. Commissions entitled to make use of funds at PTTCs will consist of the Director, Deputy Directors, two staff representatives, two student representatives.

Program monitoring activities will be the responsibility of the TTD, including financial monitoring. The TTD BMC also will be responsible for the design and management of any specialist surveys and audits contracted out to other MoEYS departments or private organizations. PDEs will assist with progress monitoring and financial reporting. The DGE will arrange sample technical audits and IG will arrange sample internal financial audits.

Financing Plan » Up

The financing plan below is only indicative and specific allocation for each activity will be based on an annual needs assessment by TTD, including adjustment on specific target groups.

Table 7: Continuous Teacher Development Financing Plan

Activities	Costs in Riels millions
	2006	2007	2008	2009	2010
1. Operation budget for 25 TTCs	4,650	4,700	5,200	5,200	5,200
2. TTC staff development program	500	500	500	500	500
3. Education management develop program	2,500	2,500	2,500	2,500	2,500
4. Continuous teacher development/INSET program	2,820	2,845	3,250	3,250	3,250
5. Monitoring and Evaluation	300	300	300	300	300
Resources: Total	10,770	10,845	11,750	11,750	11,750

Capacity development needs » Up

• In co-operation with the Department of Personnel, support the development of a management system to more effectively assess teacher supply and demand patterns, in support of improved recruitment and promotion procedures.

• Strengthen management capacities of all TTCs

• Train Teacher Trainers at all TTCs on the use of Math and Science Laboratory equipment.

• Train Teacher Trainers at TTCs on development and use of teaching aid materials

• Strengthen TTDs capacity to identify priority activities to enable more effective delivery of services through the following activities:

o In co-operation with the Department of Personnel, support the development of action plan for pre-service and in-service training for teachers to be deployed to school in rural, remote, and disadvantage areas.

o Develop action plan for in-service training expansion

o Conduct assessment on Pre-service and In-service program including impact of teacher training programs for rural, remote and disadvantaged areas

• Train all teacher trainers at TTCs on CFS and SRP pre-service teacher training modules

^7,8 Supported through Inter-Departmental Committee on HIV/AIDS (ICHA)