In-service Education of Teachers in the Commonwealth

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Commonwealth Secretariat
01 Jan 1982
9781848593329 (PDF)
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  • Preface

    In the last decade, in-service education of teachers (INSET) has come to be inextricably interwoven with the whole process of teacher education and to be seen by more and more countries, not as an optional extra, but as an essential element in the development and maintenance of an effective teaching force. The different kinds of emphasis placed on INSET by member countries and the variety of innovations in its implementation adopted, provide an interesting commentary on Commonwealth-wide efforts to produce teaching in sufficient numbers, and with the necessary skills to meet the pressing demands of today's education. To do so within the constraints of severely limited education budgets, may well be considered one of the greatest challenges of our time.

  • Introduction

    Commonwealth countries differ widely in terms of their geography, demography, political and economic frameworks, and development situations. They vary widely also in terms of their education systems and strategies. They share, however, a substantial and growing concern for major reform in the procedures by which they train education personnel.

  • Inservice Education of Teachers in the Old Commonwealth: The United Kingdom

    A distinctive feature of the British educational system is that it operates on a basis of shared responsibility between central government, Local Education Authorities (LEAs), and the teaching profession. This ‘partnership’ is often referred to by the Department of Education and Science as a ‘national system locally administered’ (DES 1978). One outcome of this system is that national policies and priorities sometimes vary between the four countries which make up the United Kingdom as do local policies and priorities.

  • Inservice Education of Teachers in the Old Commonwealth: Australia, Canada, and New Zealand

    This review of INSET in Australia, Canada and New Zealand is mainly based upon several reports and case studies which were compiled as part of a major project carried out by the Centre for Education Research and Innovation (CERI) at the Organisation for Economic Co-operation and Development (OECD) in Paris. Publications which are part of this project are marked with an asterisk in the bibliography.

  • Inservice Education of Teachers in the New Commonwealth: Africa

    This survey, primarily based upon the draft report of the Commonwealth Regional In-service Teacher Education Workshop held in Swaziland in May 1979 and on the data collected in the Bristol INSET Africa Project during 1980-81 suggests the major purposes of INSET in the region.

  • Inservice Education of Teachers in the New Commonwealth: Asia

    This survey is primarily based upon national reports on INSET submitted to international conferences and workshops conducted by the Commonwealth Secretariat, Unesco and its Asian Programme for Educational Innovation and Development.

  • Inservice Education of Teachers in the New Commonwealth: Small Island States

    Quite apart from the wide geographical separation of these island communities, there is naturally a wide disparity of size, development, population, resources and history. These variations are evident even within the Caribbean area. In terms of size of territory, population and resources, islands like Jamaica and Trinidad obviously have educational priorities and problems of a different order to the much smaller islands who are their neighbours in the Commonwealth.

  • The Future of INSET in the Commonwealth

    The Seventh Commonwealth Education Conference, held in Accra in 1977 recommended that initial training, induction and in-service training of teachers should be recognised as aspects of one on-going process of teacher education; and teacher education should be considered as inseparable from the process of curriculum change and development. It also saw co-ordination of all education and training resources to be vital if the piece-meal approach to teacher education was to be overcome. The importance of these recommendations has been confirmed by the present study.

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