Teacher’s professional development has repeatedly been identified as a top priority in education policies and is a most important aspect of educational innovation and change (Culp et al., 2005; Hamano, 2008). As pre-service teachers have a significant role to play in the sustained educational innovation in schools, it is imperative that they are exposed to innovative pedagogies, such as information and communications technology (ICT), in their training in teacher education institutions (TEI) (Steketee, 2005). It follows that the capacity of TEIs should be enhanced so that they can provide a meaningful context that allows pre-service teachers to critically examine their own pedagogical beliefs, while recognizing that the professional development of teacher educators is an important strategic action to build the capacity of TEIs (Lim et al., 2011).
VVOB is a nonprofit organization that, by order of the Flemish and the Belgian governments, contributes to the improvement of quality of education in developing countries. VVOB’s core task is to provide technical assistance in programmes in the Global South. In Asia, VVOB is coordinating development programmes in Cambodia and Viet Nam. In both countries, VVOB supports institutional capacity development in TEIs at the provincial level and focuses on professional development of teacher educators. VVOB development cooperation programmes in the two countries started in 2008. The first phase was finalized by the end of 2010, and the second phase in 2013. Lessons learned and good practices in the TEIs are shared with the respective ministries of education in both countries and led to national dissemination of developed training materials and training approaches.
In this paper we describe in brief the educational context in Cambodia and Viet Nam and how certain needs had led to the programmes on quality of education in general and on aspects of learning and learning to live together in particular. The analytical framework of five core capabilities is introduced and the methodology described. Based on the findings, the conclusions highlight how these core capabilities have been addressed in the support programmes and how a different approach led to different outcomes. Finally, the different roles of change facilitators and on how these roles evolve over the course of a development cooperation programme are discussed.
- Jef Peeraer (VVOB - education for development)
- Stefaan Vande Walle (VVOB - education for development)
- Tran Nu Mai Thy (VVOB - education for development)
This paper was presented at the 16th UNESCO-APEID International Conference (page 70-83)
Published in 2014 by the United Nations Educational, Scientific and Cultural Organization
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© UNESCO 2014