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r aziskovanje v vzgoji in izobr aževanju: digitalizacija vzgoje in izobr aževanja ...
Country Slovenia Sweden Spain Cyprus Italy
Types of Professional tra- Online courses, Courses, se-
training ining programs, webinars, collegi- minars, wor- Work- In-person and
Manage- thematic con- al learning thro- king groups, shops, e-le- distance lear-
ferences, extra- ugh study circles, training pro- arning ning, educatio-
ment ordinary pro- conferences jects, confe- courses, in- nal experimen-
grams, projects rences tervention tation, personal
Providers the National The Regional programs and collegial
Selected and Education Agen- Government, study
approved by the cy and the Swe- the Spani-
Ministry of Edu- dish School In- sh Ministry The Mi- 3-6 system at a
cation, Science spectorate of Education, nistry of national level
and Sport University and and the Uni- Education (The Ministry of
Public universi- government versity and Cul- Education);
ties, schools, agencies (Na- ture 0-3 and 0-6 inte-
kindergartens, tional Educati- Training grated systems at
Educational Re- on Agency, Scho- Centres, Tea- the regional level
search Institute, ol Authority for chers and Re-
National Insti- Special Educati- source Cen- European SOFIA platform
tute of Educati- on), Associations tres University (valid for tea-
on and Institute and Cooperati- of Cyprus, chers working
for the Deaf and ves (Professional Nicosia, with 3-10-year-
Hard of Hearing, Union of Tea- Frederick, -olds), Associati-
private compani- chers) the Cyprus ons, private tra-
es, individuals Pedagogi- ining providers
cal Insti-
tute
Notes: *Also applies for assistants; ** Applies for most of the Autonomous Communities; the table
was prepared based on the expert responses to the NEMO questionnaire.
The majority of CPD is managed at the national level (i.e., Ministries
for Education), while regional levels of governance take over parts of CPD.
For example, Spain delivers CPD courses through Training Centres that
are funded on a local and national level (i.e., the Regional Government, the
Spanish Ministry of Education, and the University). In Italy, CPD for the
0-3 years and 0-6 integrated system is managed at the regional level, while
the Ministry of Education sets guidelines for the 3-6 years system CPD at
the national level. The Board of Teachers (Collegio dei Docenti) creates spe-
cific training proposals within the Three-Year Plan of the Educational Of-
fer. Similarly, in Slovenia, the Ministry of Education, Science and Sport
(MESS) determines the priority themes and fields of CPD each year and is-
sues a public call for proposals and co-financing of CPD. Following the call,
various private and public institutions propose and develop CPD programs
that are then approved by the MESS. Moreover, in Sweden, CPD courses
can be tailored to meet specific municipal needs and facilitated through the
use of qualified educational staff and available resources.
122
Country Slovenia Sweden Spain Cyprus Italy
Types of Professional tra- Online courses, Courses, se-
training ining programs, webinars, collegi- minars, wor- Work- In-person and
Manage- thematic con- al learning thro- king groups, shops, e-le- distance lear-
ferences, extra- ugh study circles, training pro- arning ning, educatio-
ment ordinary pro- conferences jects, confe- courses, in- nal experimen-
grams, projects rences tervention tation, personal
Providers the National The Regional programs and collegial
Selected and Education Agen- Government, study
approved by the cy and the Swe- the Spani-
Ministry of Edu- dish School In- sh Ministry The Mi- 3-6 system at a
cation, Science spectorate of Education, nistry of national level
and Sport University and and the Uni- Education (The Ministry of
Public universi- government versity and Cul- Education);
ties, schools, agencies (Na- ture 0-3 and 0-6 inte-
kindergartens, tional Educati- Training grated systems at
Educational Re- on Agency, Scho- Centres, Tea- the regional level
search Institute, ol Authority for chers and Re-
National Insti- Special Educati- source Cen- European SOFIA platform
tute of Educati- on), Associations tres University (valid for tea-
on and Institute and Cooperati- of Cyprus, chers working
for the Deaf and ves (Professional Nicosia, with 3-10-year-
Hard of Hearing, Union of Tea- Frederick, -olds), Associati-
private compani- chers) the Cyprus ons, private tra-
es, individuals Pedagogi- ining providers
cal Insti-
tute
Notes: *Also applies for assistants; ** Applies for most of the Autonomous Communities; the table
was prepared based on the expert responses to the NEMO questionnaire.
The majority of CPD is managed at the national level (i.e., Ministries
for Education), while regional levels of governance take over parts of CPD.
For example, Spain delivers CPD courses through Training Centres that
are funded on a local and national level (i.e., the Regional Government, the
Spanish Ministry of Education, and the University). In Italy, CPD for the
0-3 years and 0-6 integrated system is managed at the regional level, while
the Ministry of Education sets guidelines for the 3-6 years system CPD at
the national level. The Board of Teachers (Collegio dei Docenti) creates spe-
cific training proposals within the Three-Year Plan of the Educational Of-
fer. Similarly, in Slovenia, the Ministry of Education, Science and Sport
(MESS) determines the priority themes and fields of CPD each year and is-
sues a public call for proposals and co-financing of CPD. Following the call,
various private and public institutions propose and develop CPD programs
that are then approved by the MESS. Moreover, in Sweden, CPD courses
can be tailored to meet specific municipal needs and facilitated through the
use of qualified educational staff and available resources.
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