1Ministry of Education, Arts and CultureMinistry of Higher Education, Training and Innovation

TEACHER EDUCATION INDABA STRENGTHENING TEACHER PREPARATION FOR QUALITY

TEACHING AND LEARNING (Faculty of Education, University of Namibia)

29 – 31 OCTOBER 2019Safari Hotel and Conference Centre

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INTRODUCTIONWelcome to all delegates!The Teacher Education Indaba aims to highlight key issues in teacher education and training with a focus on latest innovations, trends, practical concerns and challenges facing teacher preparation both nationally and globally. The Indaba will provide recommendations and suggest possible short and long term changes to strengthen the current teacher training programmes in Namibia.

PREAMBLE

Schools affect everyone’s life. It is therefore not surprising that everyone from the average citizen to the highest government officials give educators advice on ways to ‘fix’ education. The advice is often well intentioned and at times appropriate. However, we know there is no quick fix or any single right answer to the challenges that afflict education systems globally and in Namibia in particular. To do the job requires extensive knowledge based on research, the collective effort by all the stakeholders, and a stubborn determination to perfect our society and offer a better life for all our children.

This Teacher Education Indaba brings together education experts and stakeholders from across the globe and locally to interrogate the key issues in teacher education and training. The deliberations over the next two to three days will form the basis of a new vision for teacher education programmes at the University of Namibia. We hope to release the energy we need to build a new era of powerful teacher training programmes that will not just be a freshly painted version of the current situation. We want to chart a way that our teacher preparation programmes can respond to global changes, innovations, trends, practical concerns, ethical and moral challenges facing teacher preparation both nationally and globally.

We are humbled and grateful to our global friends and partners who spared no effort to join us when we called on them. Our keynote speakers, we are excited to listen to your chronicles and to learn from them.

We also want to take this opportunity to thank our Vice-Chancellor and the UNAM family for your very generous support to this Indaba. Partners, sponsors, stakeholders and friends of education, you make us believe that the means exist to educate all students well, we just only have to use them.

The Teacher Education Indaba official hashtag:

#UNAMEducationIndaba

The Teacher Education Indaba will be streamed live on : University of Namibia

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CONTEXT

Efforts to improve quality teacher preparation began with the development and publication of the policy development brief, entitled “Toward Education for All”, which stipulates the rationale and nature of the teacher education in independent Namibia. The Basic Education Teacher Diploma (BETD) was introduced to mitigate the challenges of teacher preparation in the independent Namibia. A number of teacher policies and initiatives were introduced in pursuit for quality teacher preparation and development. The first diagram shows a historical development of teacher policies and initiatives, some of which have been implemented. Since improving teacher quality is one of the most challenging goals of education reform, the quest for quality teacher preparation continues.

1993: Introduction of the Basic Education Teacher

Diploma, based on principles of critical pedagogy,

reflective practice , teacher as researcher and deep

conceptual and situational understanding

1999: Ministry of Higher Education: Investing in People, Developing a

Country, a policy document emphasizes the need to

break out of obsolete patterns of teacher

preparation and the need to establish partnerships

with communities

2000: Ten-Year Plan for Educator Development

and Support in Namibia: Recommends

a establishment of a framework a code of conduct, norms and

standards for teachers and training providers

2006: Development of National Professional

Standards for Teachers in Namibia to provide a framework to guide

teacher education providers covering thirty

competencies

2008: Development of a comprehensive reform

plan for teacher education which led to the merger of Colleges of Education

and University of Namibia in 2010

2005: Establishment of the Advisory Council on Teacher Education and Training responsible for

teacher education policies and strategies

2005: Education and Training Sector

Improvement Programme: Improvement of teacher

quality

2008: Teacher Demand and Supply for Primary

and Secondary schooling in Namibia. Recommends strengthening of teacher

competencies and increase teacher training

output, especially in Lower Primary

2010: Merger of Colleges of Education and

University of Namibia: to improve quality of

teaching and academic performance in schools

2011: National Education Conference: Improve

pre-service and in-service training of teachers in

national languages; strenghen primary and secondary

education teacher training and development

1993: Toward Education for All: A Development Brief for Education and Training, stipulates the

nature and rationale for the teacher educaiton

programme in an independent Namibia

Quest for quality

teacher preparation

and teacher

development in

Namibia

Diagram 1: Historical development of teacher education policies

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The second diagram points to this issue and depicting the aim of the Teacher Education Indaba.

Improving teacher quality is at the heart of Namibia’s national effort to achieve excellence in the Namibian classroom. This comes at a time when the Namibian basic education system is under-going intense reform. With knowledge all around us, available anytime and anywhere, the role of the teacher is becoming fundamentally transformed in the 21st century.

Our efforts to improve education will rise or fall on the quality of our teaching force, and higher education has the defining role in preparing the next generation of teachers. Teachers are important for imparting and facilitating quality knowledge, as well as for developing relevant skills and attitudes for studies, life and work. This Teacher Education Indaba seeks to create a platform to examine and discuss critical building blocks underpinning teacher preparation programmes. and the use of ICTs in ensuring quality lifelong learning opportunities for educators.

Diagram 2: The quest for quality as the aim of the Teacher Education Indaba

Education 4.0

Namibian Basic Education Curriculum

Reform

SDG 4 (C)

Fifth Namibian National

Development Plan

The Teacher Education Indaba continues with

the quest for quality teacher preparation and development,

and wishes to respond to

VisionTo be the stewards in the provision of distinguished, relevant and responsive

programmes in teacher education and training in Namibia, the SADC region, Africa and beyond.

MissionTo work within our communities to prepare caring, competent teachers and

community educators who will engage in equitable, inclusive and transformative education practices.

UNIVERSITY OF NAMIBIA I Faculty of Education

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There is a strong urge to strengthen teacher preparation programmes in order to raise the quality of teaching and learning in Namibian classrooms. However, what makes a teacher preparation programme effective remains a question that occupies the minds of scholars and researchers and policy makers quite intensely.

GOALS AND OBJECTIVES

The Teacher Education Indaba seeks to capture insights and knowledge on quality teacher preparation from teacher-preparation experts, scholars, researchers as well as education practitioners and policy makers.

The objectives of the Teacher Education Indaba are to:(1) Examine the kinds of knowledge, skills, values and attitudes that 21st century teachers should

possess to be successful with all learners;(2) Share expertise and experiences on best practice principles for design and delivery of teacher

education programmes;(3) Share best practices for creating enabling learning environments for preparing 21st century

teachers; (4) Deliberate on mechanisms and strategies that assure the quality of entrants to initial teacher

education;(5) Take stock of a range of strategies to leverage the use of ICTs to ensure quality lifelong

learning opportunities for educators.

THEME AND SUB-THEMES

Under the core theme of strengthening teacher preparation for quality teaching and

learning, forward looking debates, sharing of cutting-edge knowledge, experiences and

expertise on teacher preparation, this teacher education indaba will be organized around

the following sub-themes:

1. Knowledge, Skills, Values and Competencies of 21st Century Teachers

This session aims to share expertise on the knowledge, skills, values and competencies

that teachers should possess to be able to cope with an ever-changing and

demanding teaching career in the 21st century. The session is guided by the following

questions:

a. What should every teacher in the 21st century know and be able to do?

b. What are the qualities required of teachers to teach 21st century learners?

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2. Constructing 21st Century Teacher Education/Preparation programmes

The session aims to share knowledge and expertise on the best practices for design

and delivery of teacher education programmes for 21st century teachers. The following

questions will be discussed:a. What are the essential characteristics of teacher preparation programmes that produce

effective professional teachers for the 21st century? b. How do we develop a teacher education programme that develop and assess higher

order thinking skills in our students?c. How do student teachers demonstrate mastery of 21st century knowledge and skills?

3. Creating enabling learning environments for preparing 21st century teachers

This session focuses on the enabling structures, policies, and strategies that can best support 21st century knowledge and skills acquisition among teacher candidates.

The session will be guided by the following questions:a. How do we organise/create physical spaces to be open, accessible, flexible and

adaptable to enable collaboration, interaction, and information sharing with the larger community (particularly schools)?

b. How do we create learning environments that support peer coaching, mentoring and technology-enabled learning environments?

c. How do we create a robust and active partnerships between the programme and other entities such as: faculties and departments within the university; local educational organisations; local teacher associations; schools and community leaders?

d. How do we support newly graduate teachers to adapt to a new school environment as well as grow and adjust to the expectations of a new professional role?

4. Strategies and mechanisms for assuring the quality of entrants to initial teacher education

This session focuses on best practices for setting appropriate standards for admission to teacher education programmes, making teaching an attractive career option for academic achievers and ensuring that the number of entrants into teacher education programs matches the present demand for new teachers or into the future. The following questions will be discussed:a. What kinds of evidence provide a valid and reliable basis for selecting students for entry

to teacher education programs?b. What are the effective criteria for selecting quality entrants to teacher education

programmes?c. How do we raise the status of teaching as a career option?d. How do we make entry to initial teacher education competitive?

5. Digital learning and Continuing Professional Development

This session focuses on ways to harness the power of ICT to enhance quality teacher continuing professional development. The following questions will be discussed:a. What role does digital learning play in the continuing professional development of

teachers?b. How do teachers become lifelong learners, adventurous, creative and innovative? c. How should teacher education institutions be empowered to use ICT to expand the

benefits of teacher development programmes?

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6. Expected Outcomes

a. A set of skills, competencies and values that graduates of initial teacher preparation programme need to acquire in order to improve the quality of teaching and learning in schools;

b. A set of essential elements for initial teacher education programmes; c. A set of requirements for conducive learning environments, policy recommendations

and strategies for implementing effective teacher preparation programmes; d. A set of key criteria for selecting quality teacher candidates to initial teacher education

programmes, and e. A set of practical strategies on the effective use of digital technologies in teaching and

continuing professional development.

KEYNOTE SPEAKERS

PROF. E. LOWDean, National Institute of Education, Nanyang Technological

University, Singapore

Prof Ee-Ling Low (PhD: Cambridge) is Dean of Teacher Education and

Professor of Applied Linguistics and Teacher Learning at the National

Institute of Education (NIE), Nanyang Technological University (NTU),

Singapore. She is Singapore’s representative for the Global Education

Innovation Initiative of Harvard Graduate School of Education and the Organisation for

Economic Co-operation and Development (OECD) Education 2030 initiative. She was also

invited by the Ministry of Education, Youth and Information of the Kingdom of Jamaica and

the International Task Force on Teachers for Education 2030 (TTF) to speak at the 11th Policy

Dialogue Forum held in Montego Bay.

Motto of the Faculty of Education:

2 Teach is 2 Touch Lives 4ever

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PROF. J. JANSENDistinguished Professor of Education, Faculty of Education,

Stellenbosch University, Republic of South Africa

Jonathan Jansen is Distinguished Professor of Education at the

University of Stellenbosch and President of the Academy of Science

of South Africa. He was recently Fellow at the Center for Advanced

Study in the Behavioral Sciences at Stanford University before serving

as Vice-Chancellor and Rector of the University of the Free State

for seven years. His research concerns the politics of knowledge in schools and universities

as reflected in book-length publications, from Knowledge in the blood (2009, Stanford)

to, more recently, Inequality in South African schools (2019, Springer) and The politics of

decolonisation (2019, Wits). Knowledge in the blood won the largest book-award from the

British Academy for the Social Sciences and Humanities. Prof. Jansen won the Africa Lifetime

Achiever Award in New York and the Spendlove Award from the University of California

for his contribution to tolerance, democracy and human rights. His forthcoming book with

Samantha Kriger, Who gets in and why? is a study on the politics of admissions in South

Africa’s former white schools.

PROF. P. SEXTONAssistant Dean, College of Education, University of Washington, USA

Patrick Sexton is the Assistant Dean for Teacher Education . He has

played a leadership role in the University of Washington’s teacher

education programs since 2006 and has been the Assistant Dean since

2014. As Assistant Dean Patrick supports five preparation programs

and nearly 250 teacher candidates by fostering on-going, cross-

program learning, organizing and leveraging program resources

to maximize candidate learning, and ensuring programs are serving the needs of partner

schools and communities. Patrick has been the president of the Washington Association of

Colleges of Teacher Education. Patrick’s background is in arts education.

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PROF. S. HAVU-NUUTINENSchool of Applied Education Science and Teacher Education,

University of Eastern Finland, Finland

Sari Havu-Nuutinen is Professor in Pre-Primary Education and works

as second vice head of the school responsible for educational

issues in teacher education. She is involved in minor studies of

pre-primary education, the international master’s degree program

and postgraduate studies in education. She has more than 20

years’ experience of teacher education in Finland and during the period she has actively

participated in the curriculum development of teacher education. Professor Havu-Nuitinen

is an internationally collaborative researcher focussing on young children’s teaching

and learning in science education, learning environment research as well as teacher

development studies. She has participated in several research and developmental projects

internationally and nationally, and worked as a Fulbright scholar at Ohio University.

PROF. A. BENSON (Fulbright Scholar), Faculty of Education, University of Namibia

Dr. Angela D. Benson is Professor of Educational Technology and

US Fulbright Scholar in the UNAM Faculty of Education. She hails

from The University of Alabama (US), where she teaches a variety of

online, blended and face-to-face educational technology courses.

Her research addresses the role of culture in technology-mediated

learning environments. She has authored more than 50 academic publications, including the

award-winning book, Culture, Learning and Technology: Research and Practice. Professor

Benson holds undergraduate degrees in Mathematics and Industrial Engineering, master’s

degrees in Operations Research and Human Resource Development, and a doctorate in

Instructional Technology.

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Tuesday 29 October

DAY 1: Teacher Education Indaba

7.30-8.00 Registration Dr. E. Kirchner and UNAM Team

8.00-10.00 Opening Ceremony

OFFICIAL GROUP PHOTO (Communications and Marketing)

10.00-10.30 Tea/Coffee break

Plenary Session:10.30-11.30

Theme 1: Keynote (Chairperson: Dr. C. Villet)Knowledge, Skills, Values and Competencies of 21st Century Teachers

Keynote Speaker: Prof. E. Low, Dean, National Institute of Education, Nanyang Technological University, Singapore

Respondent: Ms. S. Steenkamp, Executive Director, Ministry of Education, Arts and Culture, Namibia

Rapporteur: Dr. N. Kadhila, Director, CEQUAM

Plenary Session: 11.30-12-30

Theme 2: Keynote (Chairperson: Dr. E. Naomab)Constructing 21st Century Teacher Education/Preparation programmes

Keynote Speaker: Prof. J. Jansen, Distinguished Professor of Education, Faculty of Education, Stellenbosch University, Republic of South Africa

Respondent: Dr. H. Pomuti, Faculty of Education, UNAM

Rapporteur: Dr. N. Kamwanyah

12:30- 13:00 Plenary discussion on Themes 1 and 2 (Chairperson: Dr. E. Naomab)

13.00-14.00 LUNCH

Plenary Session: 14.00-15.00

Presentation (Chairperson: Prof. G. Likando) A summary of current research on education sector in Namibia: UNICEF

Rapporteur: Dr. H. Kapenda, Director, Centre for Research and Publications, UNAM

15:00 -16:00 Breakaway session for Themes 1 and 2

Group 1: (Ms. M. Matengu, Scribe: Ms. L. Feris)ECD and Junior Primary Education

Group 2: (Dr. H. Miranda, Scribe: Ms. C. Alexander)Senior Primary and Junior Secondary Education

Group 3: (Ms M. Shihako, Scribe: Dr. F. Mungongi)Senior Secondary Education

16.00-16.30 Tea/Coffee break

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16.30-17.30 Report back from the breakaway groups for Themes 1 and 2 (Chairperson: Prof. J. Weiss; Scribe: Dr. G. Kahaka)

17.30-17.45 Closing of day 1 (Dr. C. Villet)

18.45-21.00 Welcoming Reception: (Chairperson: Mr. E. Mbamanovandu)UNESCO : SADC Regional Framework for Teacher Professional Standards and Competencies (Education 2030) and the MHETI Scoping Exercise

Wednesday 30 October

DAY 2: Teacher Education Indaba

Plenary Session: 8.00-9.00

Theme 3: Keynote (Chairperson: Prof. J. Weiss)Creating enabling learning environments for preparing 21st century teachers

Keynote Speaker: Prof. P. Sexton, University of Washington, USA

Respondent: Prof. E. Maass, Director, Academic Affairs, University of Namibia

Rapporteur: Dr. B. Kangumu

Plenary Session: 9.00-10.00

Theme 4: Keynote (Chairperson: Dr. M. Kudumo)

What is quality Teacher Education of the 21st Century? Sharing from the Finnish example (with focus on strategies and mechanisms for assuring the quality of entrants to initial teacher education)

Keynote speaker: Prof. S. Havu-Nuutinen, University of Eastern Finland

Respondent: Prof. K. Matengu, Vice-Chancellor, UNAM

Rapporteur: Prof. L. Mostert

10.00-10.30 Tea/coffee break

10.30-11.00 Plenary discussion on Themes 3 and 4 (Chairperson: Dr. M. Kudumo)

Plenary Session:11.00-12:00

12:00 -13:00

Presentation (Chairperson: Dr. M. Kudumo)Current challenges in quality teaching and learning in Namibian schools: Ms. E. Bohn, Director, Programme Quality Assurance & Ms. M. Barry, Pupkewitz FoundationScribe: Prof. L. Mostert

Breakaway group session for Themes 3 and 4

Group 1: (Dr. C. Haihambo, Scribe: Dr. P. February)ECD and Junior Primary Education

Group 2: (Dr. E. Kirchner; Scribe: Dr. A. Zulu)Senior Primary and Junior Secondary Education

Group 3: (Dr. R. Amaambo, Scribe: Dr. S. Naukushu)Senior Secondary Education

13:00 -14:00 Lunch

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Plenary Session:14.00-15.00

Theme 5: Keynote (Chairperson: Dr. M. Beukes-Amiss)Digital learning and Continuing Professional DevelopmentKeynote speaker: Prof. A. Benson (Fulbright Scholar, Faculty of Education, University of Namibia

Respondents: Mr. E. Haipinge, UNAM and Dr. J. Nyambe, UNAM

Rapporteur: Dr. L. Shaketange

15.00-15.30 Tea/Coffee break

15.30-16.00 Breakaway groups for Theme 5 (NIED- sharing current curriculum reforms and continuing professional development challenges for educators in Namibia in all breakaway groups)

Group 1: (Dr. C. Chata; Scribe: Ms. M. Shihako)ECD and Junior Primary Education

Group 2: (Ms. H. Amukana; Scribe: Mr. Cliff Olivier)Senior Primary and Junior Secondary Education

Group 3: (Ms. E. Bohn; Scribe: Ms. L. Kapenda)Senior Secondary Education

16.00-17.00 Report back from the breakaway groups for Themes 3, 4 and 5 (Chairperson: Mr. N. Tomic, UNICEF; Scribe: Dr. H. Pomuti)

17.00-17.30 Closing Ceremony

19.00 – 21.30 Social dinner with local entertainment: Joe’s BeerhouseDirector of Ceremonies: Mr. E. Tjiramba

Thursday 31 October

DAY 3: Teacher Education Indaba (Working Group Session – (Task Group members only)

Chairperson: Prof. P. Sexton (University of Washington, USA)

8.00-9.00 General discussion on the format of the conference resolutions

Scribe: Dr. C. Villet

9.00-10.15 Developing resolutions based on the outcomes in each breakaway session

Scribe: Dr. H. Pomuti

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Group 1: (Ms. M. Matengu and Dr C. Haihambo)ECD and Junior Primary Education

Group 2: (Dr. H. Miranda and Ms. H. Amukaana)Senior Primary and Junior Secondary Education

Group 3: (Dr. R. Amaambo and Prof. G. Likando)Senior Secondary

10.15-10.30 Tea/coffee break

10.30-11.00 Presenting resolutions based on breakaway groups and agreeing on the final format of the report

Facilitator: Prof. P. Sexton Scribes: Ms. A. CocksSupported by Dr. H. Pomuti and Dr. C. Villet

11.00-12.30 Compiling the final report and resolutions, recommendation

Prof Sexton, Ms. A. Cocks, Dr H. Pomuti, Dr. C. Villet, Dr. E. Kirchner, Ms. M. Matengu and Dr. C. Haihambo

12.30-13.30 Lunch and closing

EXCURSIONS Thursday 31 October

8.30-12.30 Excursion to ECD schools: showcasing the work of UNICEF in Namibia(registration before end of day 1 – no cost)Mr. N.Tomic, Ms. E. Bohn, Dr. P. February

Pre-Booked Excursions (own cost)(Information: E. Kirchner – 0811229037)

Model Schools’ Workshop with Prof. Jan Weiss and Dr. AllisonDrago (all Model School principals, regional directors, directors from HQ, APVCs and campus Deputy-Directors involved in UNAM Model Schools)

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The artwork in all Indaba materials is used with the permission of artist Lynette Diergaardt. Lynette is an Arts Lecturer at Khomasdal campus, University of

Namibia. This work forms part of a collection titled “Namibian Identity”.

ORGANISING COMMITTEE

From left to right: Sonya Somses, Rickey van der Colff, Emma Kirchner, Annelise Tsuses, Charmaine Villet, Emilia Aniceto-van Wyk, Hertha Pomuti, Anneline Pick