PRE-UNIVERSITY TEACHERS CONTINUE EDUCATION FOR THE INTEGRITY OF STUDENTS AND PARENTS

Anticoruptie

On March 22, the second seminar of pre-university teachers dedicated to the education for integrity and the eradication of corruption acts will took place. The activity takes place within the framework of the Moldovan-Lithuanian project, financed by the Ministry of Foreign Affairs of the Republic of Lithuania with funding from the Program for Cooperation for Development and Promotion of Democracy. The duration of the project was one year, ending in April 2019 and addressed to students aged 15-18 who study socio-humanistic subjects, including Civic Education and/or the optional subject “European Integration for You”. This initiative supports activities to prevent and eradicate corruption in the state by educating conscientious, critical and responsible citizens, aiming to develop and implement anti-corruption education in secondary education.

The objectives of the project include: elaboration of the Anticorruption Education module and its testing/piloting with the teachers; the development of teaching materials for pupils and the development of promotion channels and of the internal support network in this respect.

The developed materials complement the recommended contents of the existing curriculum, the user being provided with didactic projects, informational support and good practices from the schools involved, in the digital version at the following link https://drive.google.com/drive/folders/1oj2PwRGliQ83osoMP8Hdy-yz63y0IE9f. The project promotes education for integrity at state-level, thus helping the National Anticorruption Center implement its action plan to eradicate the corruption phenomenon.

During the seminar, the exchange of experience between teachers was facilitated through the presentation of good practices in schools, as well as the initiative to sign a Declaration of Integrity by the management team of the institution, which provides involvement in obtaining the honorary title of Honest School. Also, there was discussed the new materials for teachers and parents, but also for pupils, for the following subjects: Romanian and Universal History, Civic Education, Romanian Language and Literature, Universal Literature, Personal Development, Education for Society, I read therefore I am, as well as extracurricular activities. The expert authors Rodica EŞANU and Eugenia NEGRU have creatively proposed a detailed didactical support with the topics: Corruption makes us poorer; Political corruption steals the vote of the citizen; When can the law be a fertile environment for corruption? About honesty; The story of a consciousness (social theater); The traces of our footsteps; Character is what we do when nobody sees us;”Fabula” – community educator, etc.

At the end of the project, other good practices will be collected and disseminated in order to assist teachers and managers, that integrity education becomes an element of the school’s organizational culture within the national Honest Schools network, but also a recognized social practice assumed by most citizens.

Project coordinator: univ. prof. Viorica Goraș-Postică,
tel. 069366848

THE ROLE OF INTERCULTURAL EDUCATION IN THE INITIAL AND CONTINUOUS TRAINING OF TEACHERS, DEBATED AT THE PAIDEIA CLUB

On the 15th of February, several teachers from different pre-university institutions participated in the regular meeting of the Paideia Educational Debate Club at PRO DIDACTICA, where they discussed current policies and current practices of developing intercultural competence. As a facilitator, Mrs.  Viorica Goraş-Postică organized the meeting in the key to the ERRE design and learning framework, proposing specific tasks to capitalize the participants’ potential and provoking the exchange of advanced national and international intercultural education (EIC) experiences. The full presentation of the action can be accessed HERE.

Starting from the fact that cultural diversity has become an inevitable reality and is no longer a contemporary cliché (Cf. Anca Nedelcu), teachers have identified that the EIC definitely has more advantages than disadvantages. Also, when asked how much do they feel represented by the EIC or if they find themselves in the given field, the vast majority responded very much. After analyzing recent educational policy papers from the EIC perspective, practitioners have expressed their views on their relevance in the contexts in which they work, highlighting some of the issues they face, alongside students and parents, but also sharing specific ways to solve them. The practical work aimed at collecting and debating suggestions from practitioners for the curricular development of the EIC, both with reference to the initial and continuing training of teachers. Thus, among the recommendations proposed by the participants of the teams of authors, who will develop the pre-university national curriculum in 2019, were: the diversification of EIC educational offers; inclusion of valuable texts in the lists of recommended texts, including non-literary texts, border – essay, reportage, case studies – with intercultural themes, for example: I am Malala … “,” In the last bench “etc .; the initiation of digital libraries with documentary or artistic films for the EIC education, teaching portfolios, guides, teaching and collections of didactic and auxiliar projects; the inclusion of several hours of oral communication; more suggestions for organizing and diversifying outdoor lessons, for a non-formal intercultural education; to recommend more hours in the form of reading and discussion workshops; to develop updated information media on the EIC theme; to include EIC thematic content, starting from the ABC, accompanied by interactive educational media, DVDs, educational softwares.

The recommendations for the university managers and professors to optimize the EIC of the students, future teachers, were the following: teaching a special course, even if optional, about Intercultural Education, “it may as well replace a unnecessary or misuderstood discipline by many students, like economy, political science, not at all adapted to the specifics of the faculty “; more practical EIC hours, for the didactics applied to socio-humanistic disciplines; providing practical tools for the evaluation of intercultural competences; inviting teachers from other countries with specific courses in the given subject; expanding educational partnerships between schools and universities, for common problem identification and EIC solutions; to organize with future educators the EIC days in the university, in which more visits to the schools from teachers and students will take place; to carry out pedagogical practices, but also winter and summer schools with the students, outside the country; to initiate, also may be done by the students, festivals of ethnic communities in different localities, etc.

Further, the needs and aspirations of practitioners and schools will be exploited by us in the framework of the project Promoting and developing intercultural education in the initial training of teachers, supported by the Pestalozzi Foundation from Switzerland and implemented during 2018-2020 years.

Univ. Prof. Viorica Goraș-Postică

CAPACITY NEEDS ASSESSMENT REPORT OF VOCATIONAL EDUCATIONAL INSTITUTIONS IN AGRI-FOOD SECTOR

soya

In the project Development of Rural Areas in the Republic of Moldova, Part I: Increasing the competitiveness of the agri-food sector through integration to domestic and global value chains, in particular in the soya sector, funded by the EU and implemented by the Austrian Development Agency in partnership with the Education Centre PRO DIDACTICA and the International Association Donau Soja (Austria), was conducted the Capacity Needs Assessment Report of Vocational Educational Institutions in agri-food sector.

The report, published in both Romanian and English, aimed to identify the challenges and the needs of VET institutions, teachers, students and economic partners in order to be able to provide initial and continuous vocational education and training in accordance with the labour requirements. The report is an important element for the planning of subsequent actions within the project, especially for the ECPD’s intervention side.

Evaluarea capacităților instituțiilor de învățământ profesional tehnic din domeniul agroalimentar (Capacity Needs Assessment Report of Vocational Educational Institutions in agri-food sector) (vezi AICI)