Group 1

1) Methodology used and ac2vi2es carried out to date:

F2F mee2ngs between some group members

Email discussions
Skype mee2ng between Indra and John Lesperance, COL/VUSSC
Consulta2on with various documents circulated
Enrolment on Coursera What future for Educa2on? 6 week mooc
Main Findings, addi2onal work/research
required & Recommenda2ons

Task 4: Propose innova2ve and workable models

for mee2ng teacher shortages/unmet educa&on
and training needs in the short, medium and long
term
Dis2nguishing between teacher educa2on (TE) and teacher
training (TT).

Training: more skills and ac2on orientated, with focused, concrete
outcomes aOained in a shorter 2me frame, within a more authen2c
environment (e.g. the classroom).
Educa2on: more conceptually-based, focusing on deeper
understanding of how school and knowledge systems work and for
what purpose. OTen educa2on deals with more abstract ideas
developed over a longer period of learning and reec2on, away from
the day-to-day noise of school-based opera2ons.

Clear ra2onale for teacher educa2on, whereby the Ministry, schools
and teachers iden2fy specic educa2on needs:

Teacher Educa2on must be embedded within teacher employment

and development.
Transparent, coordinated process for selec2ng groups of teachers for
teacher educa2on programmes (e.g. 3 or 4-year Diploma, BEd
programme)
Transparent process for selec2ng individual teachers/school
managers for Masters programmes (through appraisal process?)

Clear ra2onale for teacher training, whereby the Ministry, schools and
teachers iden2fy specic training needs.

Be-er coordina0on of the large range of Teacher Training op2ons
school-based CPD, short courses and workshops, tailor-made courses
for specialist teachers and school managers etc.
Groups of teachers/managers (at school level or subject specialism
level) are provided with training as part of a coordinated and ongoing
CPD programme.
Individuals iden2ed for specic short courses, which may include
overseas a-achments.
RECOMMENDATION: Planning and coordina2on of school-
based, group-based or individual based educa2on and training
needs greater oversight and beUer management

Training needs in each school should be iden2ed (both long term

and short term). An iden2ed Body should coordinate the data
collec2on and colla2ng in order to develop a sectoral training plan.
Informa2on should then be fed to the appropriate training ins2tu2on
or scholarship Agency. Schools should s2ll have the autonomy to run
their own weekly CPD.
 RECOMMENDATION: Greater support and planning for local TE
programmes
Local TE programmes (developed by SITE, UniSey, others) take TIME
to develop and validate.
MoEd need to commission TE programmes in a 2mely manner, and
cannot expect providers (SITE, UniSey etc.) to run programmes at
very short no2ce. HR and HRD planning are essen2al.
To support TE providers with programme development, SQA should
be exible during the ini2al valida2on phase
CBA approach is 2me consuming and some are not convinced of the
validity of the approach. Overseas consultants have not necessarily
managed to reassure them of the success of CBA implementa2on.
Need to review the policy of using a CBA approach to curriculum
development based on further research??
RECOMMENDATION: Teacher training should be planned and based on
needs

TT short courses, workshops etc. do not require SQA valida2on.

Should draw on a variety of training providers (SITE, UniSey,
independent consultants, interna2onal agencies, donor
organisa2ons) to provide specialist training.
The MoEd need a beOer system for iden2fying training needs and
developing a coordinated training plan. (MoEd oTen does not ac2vely
commission TE or TT but instead oers opportuni2es to groups/
individuals when these become available. This reac2ve response, to
accep2ng training from providers (oTen interna2onal donors or
interna2onal partners) is uncoordinated and does not necessarily
meet the educa2on and training needs of the system/individuals
Main Findings, addi2onal work/research
required & Recommenda2ons

Task 2: Propose strategies for reinforcing

collabora2on in teacher educa2on and training
between SITE and schools including private
schools, Ministry, UniSey and interna2onal
partners
Collabora2ve working mechanisms
Lack of coordina2on between CCATS SCHOOLS DIVISION SITE.
Recommended that:
an audit review of func2ons of all bodies involved with teacher
educa2on and training is undertaken to clarify roles, iden2fy gaps and
to allow for beOer planning and coordina2on
clear protocols for professional collabora2on and discussion are
established
the Performance Assessment Framework (PAF) needs strengthening,
to allow more collabora2on between CCATS-SCHOOLS-SITE
induc2on and mentoring of new teachers is improved and head
teachers develop Individual Development Plans for new teachers as
they come in so there is a pathway for growth.

SITE-UNISEY rela2onship
UniSey currently owns the intellectual property of a range of locally
validated programmes at Advanced Diploma, Bachelor of Educa2on,
and Post-Graduate Cer2cate levels (Level 6-8 on the NQF).
SITE and UniSey oer these programmes jointly, with students
registered with UniSey but courses taught jointly by sta of both
ins2tu2ons with addi2onal part-2me lecturers recruited when
necessary. Payment for SITE services has been a issue of concern.
The current arrangement of SITE/UniSey collabora2on is an eec2ve
way of pooling resources and avoiding duplica2on of programmes.
RECOMMENDATION:
More ecient to jointly review exis2ng programmes (due for re-
valida2on in 2018) to make exis2ng programmes more suited to TE
needs and allow for progression from SITE to UniSey.
Improving SCHOOLS (State and Private)-SITE rela2onship

RECOMMENDATIONS:
Database of local teacher trainers/educators and educa2on
consultants needs to be established and mechanisms put in place to
hire their services.
Bringing in the necessary exper2se would place SITE at the cujng
edge of educa2on and training. This will require an ecient
commissioning/human resource oce, which can recruit, monitor
and pay part-2me lecturers/trainers, consultants eciently and
promptly.
Involve private schools in receiving teacher trainees for teaching
prac2ce
SITE as the primary ins2tu2on for educa2on and training

RECOMMENDATIONS:
SITE is the primary ins2tu2on for teacher training, educa2on and
development
UniSey a key partner for SITE, helping to provide
Tailor-made specialist short-courses/workshops/CPD courses Shorter-term TT
courses (in Leadership, subject specialisms, IT, Finance, Governance) like the
ADEL (Advanced Diploma in Educa2onal Leadership)
Longer-term TE programmes (in Leadership, subject specialisms etc.) at
Masters level
Need to develop a protocol for sharing of HR exper2se between SITE
and UniSey to maximize resources

SITE and Interna2onal Collabora2on
Previous interna2onal partnerships used blended approaches to TE
and TT. Students accessed materials online and face-2-face sessions
were delivered in Seychelles. A mix of local and interna2onal
supervision, assessment and modera2on was determined, oTen with
local Seychellois trained to be trainers/educators/assessors.
SITE is currently in nego2a2on with MIE (Mauri2us Ins2tute of
Educa2on) to develop a programme in Health and Physical Educa2on
Recently some SITE sta visited TVET ins2tu2ons in Mauri2us on a
fact nding mission
SITE is also working with COL (Commonwealth of Learning) to
develop a MOOC, with sta also undergoing training in Mauri2us.
SITE and Interna2onal Collabora2on (con2nued)
SITE is handicapped and unable to plan strategically in the absence of
a TE/TT Master Plan (across all Divisions in the MoEd) and mandate to
directly commission TE and TT services.

RECOMMENDATIONS:
SITE given autonomy to forge interna2onal partnerships sign MoUs
and pay for commissioned services to help develop specialist courses
in Leadership, subject specialisms etc.
SITE needs the freedom to nego2ate partnerships, with a designated
budget as part of a TE/TT master plan.
Need to develop a clear policy on the role of ODL in teacher training
and educa2on.
Suggested that UniSey takes the lead in sourcing linkages with
universi2es