Report title: Analysis of the existing ETTA INSETT system and assessment of the needs for in-service training of teachers
Report compiled by: Dr. Sergij Gabrek (1st and 2nd version)
Prof. Dr. Paul Roeders (revised 3rd and final version)
Design of the methodology, the instruments, their implementation and analyses
Dr. Sergij Gabrek
Data collection: Goran Kli
With valuable inputs from: Members of Working Group (WG) 1: Boris Vampula, MSK; Darko Tot, Social Pedagogue; Oleg akovi, PhD, Tomislav Tomasi, Prof, Teodora Dubrovi, Prof, Vlade Matas, Prof, eljka Knezovi, Prof, Ivana Biljan, Prof, Viktorija Hrica, Prof, Franjo Hrvoje Hvidalek, BEc. Members of the Project Team: M.Ed. Divna ipovi; M.Sc. Sanja Urek; M.A. Renata Ozorli Domini; M.Sc. Sanja Milovi; Members of Working Group 2 Stakeholder Representatives (Ministry of Science, Education and Sports, Agency for Vocational Education and Training and Adult Education, Agency for Mobility and EU Programmes, National Centre for External Evaluation of Education, CARNet)
Project Title: Improving the Quality of In-Service Teacher Training System
Project Reference Number: EuropeAid/130730/D/SER/HR
Contract No: IPA 4.1.3.3.03.01c01
Contracting Authority: Agency for Vocational Education and Training and Adult Education, Department for Financing and Contracting of EU programmes
Project Manager: Irena Rozi Qeta
Main Project Partner: Education and Teacher Training Agency
Project Managers: Sanja Milovi / Renata Ozorli Domini
Contractor: SPAN Consultants BINCK36, Binckhorstlaan 36, 2516 BE The Hague, The Netherlands
Project Director: Rutger-Jan Schoen
Team Leader: Prof. Dr. Paul Roeders
Project office: Hvarska 7, HR-10000, Zagreb, Croatia Tel/Fax: +385 1 6180 939 [email protected]
The contents of this publication are the sole responsibility of SPAN Consultants and can in no way be taken to reflect the views of the European Union.
Table of contents
Annexes: ....................................................................................................................................................... 6
Executive summary ....................................................................................................................................... 7
1. Introduction ............................................................................................................................................ 11
2. Background ............................................................................................................................................. 13
3. Methodology ........................................................................................................................................... 15 3.1. Analysis of documents and the on-line information system ...................................................................... 15 3.2. The survey and TNA ................................................................................................................................... 15
4. Analysis of data in the ettaedu system ..................................................................................................... 18
5. Analysis of part 1 of the questionnaires: appreciation of the INSETT system ............................................. 24 5.1. Introduction ............................................................................................................................................... 24 5.2. General data .............................................................................................................................................. 24
5.2.1. Gender ............................................................................................................................................... 24 5.2.2. Age ..................................................................................................................................................... 25 5.2.3. Work experience ............................................................................................................................... 25 5.2.4. Work experience in education ........................................................................................................... 25 5.2.5. The level of qualification ................................................................................................................... 26 5.2.6. Region ................................................................................................................................................ 26 5.2.7. Educational institution the workplace of the respondents ............................................................ 26 5.2.8. Subject areas ..................................................................................................................................... 27 5.2.9. Promotion into the position of mentor or adviser ............................................................................ 27
5.3. Analysis of training events in 2011 ............................................................................................................ 28 5.3.1. Participation in in-service teacher training programmes .................................................................. 28 5.3.2. Attendance at ETTA training events (2011, number of events) ........................................................ 28 5.3.3. Attendance at ETTA training events (hours of teacher training) ....................................................... 28 5.3.4. Types of training events attended ..................................................................................................... 29 5.3.5. Preference for training event types and methods ............................................................................ 29 5.3.6. Criteria for selecting in-service training programmes ....................................................................... 30 5.3.7. Annual in-service training plans in schools ........................................................................................ 31 5.3.8. Individual influence on the annual in-service training plan............................................................... 31 5.3.9. Design of the annual plan of in-service training in educational institution ....................................... 32 5.3.10. Implementation of the annual plan for in-service training ............................................................. 32 5.3.11. Opportunity to participate in all in-service training a respondent is interested in ......................... 32 5.3.12. Topics and areas that should be more represented ........................................................................ 33
5.4. Evaluation of the INSETT provided by the ETTA ........................................................................................ 34 5.4.1. Attending the INSETT programmes ................................................................................................... 34 5.4.2. Fulfilment of professional development needs ................................................................................. 35 5.4.3. Fulfilment of personal development needs....................................................................................... 35 5.4.4. Timing of INSETT ................................................................................................................................ 35 5.4.5. Quality of the ETTA in-service training programmes ......................................................................... 35 5.4.6. ETTA support to INSETT ..................................................................................................................... 36
6. Focus group discussions: SWOT analysis ................................................................................................... 37 6.1. Strengths ................................................................................................................................................... 37 6.2. Weaknesses ............................................................................................................................................... 38
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