A Framework for Developing an Initial Teacher Education and Training Programme

This framework could be used by institutions as a catalyst for discussion, development and implementation of an initial teacher education and training programme. The following areas should make up the content of the framework.

A. Programme (Values). Clearly, state the ideals of the programme that will underpin how objectives are achieved and act as a guide to behaviour. For example, “we develop reflective professional teachers” “we work openly and collaboratively” and “we treat everyone with respect”.

B. Programme (Conceptual basis). State the philosophical underpinning of the programme. For example, “This initial teacher education and training programme prepares and enables student teachers to develop their ability to adjust teaching according to the needs of students and school contextual factors (Reflective Pastoral Apprentice Partnership Model)”

C. Programme (Aim and Objectives). Outline what the programme will achieve. For example, “The overall aim of the programme is to enable student teachers to develop their ability to address factors that militate against them placing their students firmly at the centre’ of teaching”.

D. Programme (Design). Describe how the programme will function. For example,”Personal tutors will be provided for student teachers”. “Student teachers are expected to carry out–under supervision– an original piece of research”. “Student teachers should be educated and trained in the areas of early years, technical and vocational education and other subjects as according to students’ preference and availability of lecturers”.

E. Curriculum (Design). Describe what areas of teaching and knowledge will be developed. For example, “The curriculum will be divided into three areas of knowledge development: Core Pedagogic Subjects, Areas of specialisation i.e. Early Years, Technical and Vocational Education and other subjects and practicum.

F. Assessment. Outline the type(s) of assessment that will be used. For example, “Student teachers will be assessed through both coursework and terminal examinations. These can include tasks such as essays, learning journals, objective type questions and oral and practical examinations”.

G. Admission requirements. State the entry requirement for those wishing to enter the programme.

H. Partnership. Describe the nature of the relationship between the programme and the key stakeholders. For example, “The Education Council or the Board of Governors will give general oversight to the programme”. “Schools via their principals will be encouraged to share comments on how to improve the programme”.

I. Quality Assurance. Outline plans for validation and or accreditation and the advantages of doing so. For example, “The initial teacher education and training programme will seek accreditation from an international or regional body”. “This will assure that students are receiving a quality education”.

J. Personnel. List who will make up the faculty. For example, “Initially, the programme will employ external adjunct and use existing faculty”.

K. Housing. State what department or school will host the programme. For example: “Initially, the programme will be included as an arm or department of X, making use of the present facilities where possible.

L. Finance. Outline how the programme will be funded. For example: “A yearly student fee will be charged and where possible subsidized by the government and the private sector in the form of scholarships and grants”.

Why You Should Consider ROP Education

Vocational educational programs offer something many traditional college prep high school programs neglect: hands on project based learning that matches the kinesthetic and visual learning styles of many students. With this learning approach ROP can meet the broader educational needs of students by appealing to their desire to learn a career, earn a living, and move forward in life.

ROP answers the age old question, when am I ever going to use this? It is a hands on delivery system for education, and that’s how some kids learn best. Math and language arts are inherent parts of careeer technical education. In the automotive trades, building trades, and construction, there’s a ton of math involved. In the firefighting program, firefighters need to use complicated algebraic formulas to calculate hose pressure. It’s an applied use of math.

ROP works directly with industry partners to develop programs, create and review curriculum and train tomorrow’s workers for industries most in need of skilled workers. The hot areas for industry are anything related to tourism, recreation, and health care. Energy and utilities will be big too. People will be retiring from that industry and there are new alternative energy initiatives and things will open up.

The automotive industry, biotechnology, computers and media and maritime are also high tech areas for which ROP is training technicians. For every engineering o science job, several technicians and assistants are needed. Students who explore career options through ROP often decide to further their education to become an engineer, biologist or doctor. If you can spark their interest, they may want to pursue the field at a deeper level, and that’s what true education is all about.