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23 January 2012, Belgrade, Serbia

Regional Task Force Meeting Under the Advancing Teacher Professionalism for Inclusive Education ( ATEPIE ) Project Developing National Qualification Frameworks ( NQF ) for Teaching Profession Republic of Macedonia. 23 January 2012, Belgrade, Serbia. Intended purpose of the NTQFs.

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23 January 2012, Belgrade, Serbia

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  1. Regional Task Force MeetingUnder the Advancing Teacher Professionalism for Inclusive Education (ATEPIE)ProjectDeveloping National Qualification Frameworks (NQF) for Teaching ProfessionRepublic of Macedonia 23 January 2012, Belgrade, Serbia

  2. Intended purpose of the NTQFs • Responsible body: The Ministry of Education and Science • Mandate: To approve any initiative • Purpose of teacher standards: • to make the teacher qualification more explicit by clearly defining their purpose; • to facilitate recognition and mobility on a national and international level; • to make uniform the quality of the work of education service providers; • to enhance educational and social inclusion; • to define and describe clear entry and overlap points in the educational process; • to clearly position of the teacher qualification in their interrelation; • to access suitable education and in-service training throughout life; • to enable teachers, employers, students and society in general to fully understand qualifications; • to improve and functionally position study and subject programmes; • to strengthen the participation of social partners in education and training.

  3. Status of the NTQFs in country contexts • Status:Legally binding documents • Relation: • University study program’s indicator’s for acreditation; • External evaluation of school/teachers • Teacher career progression framework • …

  4. What benefit do you see in the regional cooperation? • Sharing experience • Mobility

  5. National Framework of Higher Education Qualifications 2010

  6. The descriptors of qualifications • The description of the learning outcomes for a specific level of qualification is expressed with the following descriptors of qualifications: • knowledge and understanding, • application of knowledge and understanding, • ability to evaluate/asses/judge, • communication skills • learning skills.

  7. Characteristic for all attempts is too great a degree of generality; • The National Qualifications Frameworks are only descriptions of levels without a deeper approach that would communicate with descriptions of competences depending on the profiles and the individual occupations. • Hence, teaches are a profile were not specifically addressed.

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