TEACHER TRAINING - BASIC AND SPECIALIST TEACHER TRAINING
The pedagogue training reform is becoming an urgent necessity. Changes in education have been continuously taking place for the past two decades in Lithuania already, however, training of pedagogues further remains perhaps the least changed chain in the educational system.
Different influential groups of the pedagogue community notice the imperfection of the existing system of pedagogue training:
Experts of international organisations (OECD, 1996, 2000) on education pointed to a slow reorganisation in the sphere of training of pedagogues in Lithuania. In their opinion, due to this, changes in the content of training are impeded and teachers are insufficiently prepared for these changes. OECD experts recommended to prepare standards of pedagogue training and all institutions training pedagogues should keep to them in drawing up the curricula and organising pedagogic practice; they recommended to extend the duration of pedagogic practice at schools and to better balance the ratio between academic studies and practical training. The Ministry of Education and Science, as the customer ordering training of teachers, is recommended to assume more powers in regulating the quality of training of teachers. (OECD, 2000).
At present 85 per cent of Lithuanian teachers have higher education, 87.5 per cent have a pedagogic qualification. This percentage is likely to increase, as it is obvious that in reducing the number of teachers, only those teachers who have the highest qualification will remain to work. It is forecasted that the number of teachers will decrease on account of too large number of teachers of retirement age, decreased birth rate and the goal of financial efficiency of education (optimising the network of schools, by increasing the number of pupils in groups and classrooms). Compared with the countries of the EU and OECD, the ratio between pupils and teachers is quite low in Lithuania, but it will increase. In 1997-1998 there were 10.1 pupils per one pedagogue in Lithuania: 13.6 pupils in urban areas and 8.8 pupils in rural areas. In pre-school educational institutions this number stood at 7.9 pupils, at schools of general education – at 11.3 pupils, at vocational training schools – at 10.6 pupils, at high schools – at 7.1, at universities – at 7.3. Hence, the state’s need to train new qualified pedagogues will decrease as supply will remain sufficient for a long time (with the exception of teachers of some specialities, for example, informatics).
In developing adult education, the problem of training andragogic specialists arises because methods of teaching adults differ in essence from methods of teaching children.
The respondents of pedagogic specialities interviewed noted that it was important to improve their practical and theoretical training. It is important that specialists of this trend should, alongside professional knowledge, know foreign languages, acquire knowledge necessary for work with a computer, knowledge in the sphere of psychology, become acquainted with the laws in force.
Institutions training pedagogues of Lithuania use the parallel and consecutive model when professional studies follow academic studies, that is, disciplines of educational science, methods of teaching the subject(s) or integrated courses and school practice. However, elements of modular or integrated modules can be observed in some institutions, which train pedagogues. Lithuanian pedagogues are trained at high and higher schools.
High schools.
At present there are 14 high schools, conservatories and colleges offering 23 programs for training of pedagogues. They train pedagogues for pre-school and primary educational establishments, as well as teachers of main schools.
Studies are organised on the basis of the parallel module at all schools and colleges. The duration of studies is 3-4 years. The form of studies: daytime studies, extramural (correspondence). The duration of pedagogic practice varies: for future pedagogues of pre-school educational institutions - 30-34 weeks, for pedagogues of primary education - 19-39 weeks, for future teachers of main school - 10-36 weeks (depending on the subject(s) being studied and the educational institution).
Teachers’ training and educational programs at higher schools.
Currently the Register of Study programs at the Department of Research and Education under the Ministry of Education and Science contains 85 Bachelor’s degree and 77 Master’s degree teacher training and educational programs. The duration of studies: Bachelor’s degree – 4-5 years, Master’s degree – 1-2 years.
The duration of pedagogic practice varies at different universities and depends on the model and the stage of studies. The duration of pedagogic practice in Bachelor’s degree studies of stage I (parallel model) is as follows: 8 weeks at Vilnius Pedagogical University (VPU), Lithuanian Music Academy (LMA); 10 weeks – at Lithuanian Academy of Physical Culture (LAPC); 12 weeks – at Šiauliai University (ŠU) and up to 17.5 weeks – at Klaipėda University (KU). The duration of pedagogic practice in the studies of stage II (consecutive model) is 4 weeks.
When creating the teachers’ training conception both general tendencies and the peculiarities of pedagogue training models applied in separate European Union, as well as Eastern and Central European countries, were taken into consideration. The Teachers’ Training Conception was approved in the year 2005.
Bologna process and teacher training in Lithuania:
1.Development of Higher education system:
According to the Constitution of the Republic of Lithuania the principles of autonomy, academic freedom and integration of research and higher education are enforced. The following changes took place:
- the three level system of higher education is introduced;
- an advanced system of credits for measuring the amount of study and promoting student exchange is introduced;
- the content of education has been updated – the system has become more flexible, students are offered more choice, more time is provided for the student’s individual work;
- the Centre for Quality Assessment in Higher Education established;
- a basis for recognition of professional qualifications is created (legislation has determined the necessity for competent institutions to regulate the procedures for recognition professional qualifications for State regulated professions – teachers as well);
- the Register of Study Programmes (new programmes are included if they have been recommend by experts);
- the system of secondary school maturity examinations is correlated with the admission procedures at institutions of higher education by National Examination Centre (possibility to analyze the results and conduct diagnostic investigation of the pupils’ knowledge and skills.
2. The Bologna Declaration – Implementation in Lithuania:
Generally the Bologna Declaration is in line with developments in the area of higher education in Lithuania over the last decade and therefore not led to any major changes or reforms in the Lithuanian higher education policy or in the organisation and structure of the system. There are some targets of Bologna Declaration in which areas Lithuania strengthens activities – quality assurance, European co-operation and integration and social dimension in Lithuanian higher education system.
Adoption of a system of easily readable and comparable degrees based on two main cycles:
Higher education is acquired when pursuing studies at higher education institutions following the programmes of undergraduate (at universities and colleges). Applicants are admitted on a competitive basis and must have not lower than general secondary education.
Non-university studies last for not less than three years and professional qualification are awarded. 2) University studies last for four years and Bachelor’s degree and/or professional qualification are awarded. Upon completing Bachelor’s programme, a specialised professional or Master’s programme can be undertaken. Upon competing a Master’s programme Master’s Degree is awarded. Specialised professional studies last from one to two years. Upon completing them, professional qualifications are awarded.
Establishment of a system of credits – as in the ECTS system:
Lithuania uses its own national credit system, based on student workload (contact hours, independent study, exercises, research, etc.) and refers to 40 work hours by student per week (1,5 ECTS). Universities in Lithuania use ECTS credits in student exchange.
Implementation of the Diploma Supplement:
Working group is formed for the preparation of the legislation for the Diploma Supplement. Expected that higher education institutions will issue it from 2005.
Promotion of mobility:
The contacts with foreign countries have expanded considerably with Lithuania joining LEONARDO DA VINCI and SOCRATES programmes. ERASMUS sub-programme is the most popular. The number of Lithuanian students going abroad for periods of study is increasing each year. Although the process is slower. The quotas for foreigners to be accepted into state-financed places determined by the Ministry of Education and Science. Increasing number of programmes are being offered in English and other foreign languages.
Promotion of European co-operation in quality assurance:
The system of quality assurance has been developed with regard to the general trends of the European practice. The Centre for Quality Assessment in Higher Education: 1) Co-ordinates the regular self-assessment of higher education institutions (by assessing their own performance; 2) Organises expert external assessment of higher institutions and their study programmes; 3) Organises the assessment of new study programmes. In 1999 regular education programme assessment by study field was started. In 2001 the practice of assessing study programmes by inviting foreign experts was introduced.
Promotion of the European dimension in higher education:
There have been no specific measures undertaken to define “the European dimension” in respect to university education in Lithuania. However, the close and wide-ranging co-operation and contacts with other European institutions and international organisations have had an effect both on the structure and content of higher education. Universities and colleges are encouraged to participate in international education and research programmes.
Social dimension:
Approximately 50 percent of daytime students get state grants and are exempt from tuition fees. The system of promotion and support for students has been introduced. Students can take loans for their needs from a special Fund. Loans are provided for living costs, for paying tuition fees and for studies abroad organised within the framework of international treaties and agreements.
Life long learning (policy and legislative framework):
White paper on Higher Education (1999) emphasises promotion of the idea of Lifelong Learning opportunities among other responsibilities of higher education establishments. Also Lifelong learning has a very important part in these documents:
The Law on Education (2003), Strategies for the development of education in Lithuania in 2003-2012 (2003), Lifelong Learning Strategy (2004), Conception of Teacher Training Reform (2004), Higher Education System Development Plan for 2003-2007 (draft) and etc. (From the report “Lithuania: National Report on the Bologna Process” www.bologna-bergen2005.no/EN/national_impl)
In-service ICT training
According to the “Strategy for the Introduction of Information and Communication Technologies into the Lithuanian Education for 2005 – 2007” (http://www.ipc.lt/documents) (Strategy) the main Teacher COMPETENCES are Computer Literacy and information culture. Yearly arranged teacher’s trainings in conformity with the Teachers Computer Literacy Standard meet the SEN teacher’s needs. Technological part of Standard is min. 40 hours (http://www.ipc.lt/documents) and corresponds to ECDL START requirements. Distance learning course „Teacher computer literacy Standard” is min. 30 hours and meets the requirements of Educational part of the Standard. Teachers also are trained constantly during short training courses on ICT application for SEN and on implementation of special teaching aids. |
