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Modalities for integration of early grade reading curricula into teacher education in Afghanistan from the perspectives of national government

Tue, March 27, 11:30am to 1:00pm, Hilton Reforma, Floor: 14th Floor, Suite 4 (Room 1401)

Proposal

Studies that measure the level of reading ability among early grade students in Afghanistan indicate that the level of reading with comprehension among G 2 & 4 student is significantly low. There is a growing recognition by the Afghan Ministry of Education for the need to reform teacher education to integrate EGR at the national level. To this end, MOE collaborate with the international community including Afghan Children Read project to reform teacher education. The MoE and the TED Directorate have a vision for teacher education reform by raising the standards of teaching and making institutional improvements such as competency-based examination system for teacher training colleges. This reform will focus on ensuring teacher acquire necessary competencies in early grade reading and math through the revision of curriculum and instructional material for the teacher diploma program.
This panel will talk about the MoE’s plans to improve and unify teacher education and professional development programs. It will cover the following areas: the development, revision and alignment of teacher education curricula, teacher guidebooks and teacher support materials with student curricula; teacher credentialing; pathways to post-bachelor education for teachers; inservice including coaching support; the development of early grade reading courses for pre-service; all resulting in competency-based teacher education programming at both entry points: preservice and inservice.
The main purpose of this presentation is to explore the emerging trend from the following perspectives:
• Strategies for integrating EGR to TED
• Main drivers of reform for preservice teacher in relevance to EGR
• Sustainability of EGR reforms in TED

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