# data[].attributes.body
Teacher education and further training programmes are adapted to the individual needs of teachers and learners as well as to the specific context.

# data[].attributes.body
Teacher education and training programmes are planned to last for a long period of time.

# data[].attributes.body
In the interests of sustainability, those responsible for education at school and public administration level are involved in education and training programmes.

# data[].attributes.body
Further training programmes use diversified strategies and teaching methods that are transferable to teaching practice and promote the autonomy of teachers.

# data[].attributes.body
Identification of teachers’ education and training needs (needs assessment), while incorporating their specific situation (prior education, gender, psychological well-being, knowledge about inclusion and specific needs of children, etc.).

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Analyses at the level of educational systems, training chains and pedagogical approaches as well as orientation in relation to existing national / local competence frameworks (e.g. teacher competency frameworks) or curricula.

# data[].attributes.body
Coordination with other teacher education and training programmes (programmes of other NGOs, ministries of education, universities and colleges etc.). Identification of validated materials for teacher education and training and putting newly introduced materials into context.

# data[].attributes.body
Delivering shorter inputs over a longer time period instead of one-off, intensive workshops to achieve greater effectiveness.

# data[].attributes.body
Once the professional education or further training of teachers ends, provide for their ongoing follow-up to support the practical application of the knowledge and skills acquired.

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Designing learning content that promotes reflection and analysis of everyday work experience (e.g. by means of class observation).

# data[].attributes.body
Using methods (for example active pedagogics) that teachers can apply in their lessons.

# data[].attributes.headline
Action Education / Training in the design of methods to tailor-made educational programmes

# data[].attributes.subject
Action Education / Training in the design of methods to tailor-made educational programmes

# data[].attributes.headline
Graines de paix / Guide d'éducation à la culture de la paix pour les formateurs/trices 

# data[].attributes.subject
Graines de paix / Guide d'éducation à la culture de la paix pour les formateurs/trices 

# data[].attributes.body
Combining different methods of learning (workshop, coaching, mentoring, internship, self-study, learning circles / communities of practice, online learning, game-based methods for active learning).

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Supporting personal and autonomous further education also outside of formal learning opportunities; for example, through self-study, access to materials, tools, and exchange platforms (school clusters, teacher learning circles, etc.).

# data[].attributes.body
Cooperation and coordination with formal education authorities in the planning of further education programmes (see also recommendation 1).

# data[].attributes.body
At school and public administration level, involving those responsible for education in the planning and implementation of teacher training and further education programmes; safeguarding common objectives.

# data[].attributes.body
Strengthening of responsible persons in the education system (school directors, school inspectors etc.) and of their methodological and professional competences for long-term and improved support of teachers as well as strengthening “on the job support”.

# data[].attributes.body
Applying key methods of participatory planning (joint workshops for concept development or stakeholder analysis).

# data[].attributes.body
The impact of education and training programmes and the individual achievements of participating teachers are systematically measured.

# data[].attributes.body
Combining different monitoring and evaluation methods to measure the impact of education and training programmes (pre- and post-tests of trainings, teachers’ competence assessments, class observation, student learning outcomes, etc.).

# data[].attributes.body
Using context-relevant, conflict-and gender-sensitive monitoring and assessment methods.

# data[].attributes.body
Monitoring and assessment methods measure progress in relation to context-relevant outcome indicators (e.g. national teacher competency framework, or any adjustments thereof).

# data[].attributes.body
Including the results of other national and international education and training programmes.

# data[].attributes.body
Reflecting assessment results back to target groups, responsible bodies, and other pedagogical actors (national and international).

# data[].attributes.body
Professional education and further training schemes for teachers are designed as part of systemic programmes to improve the quality of education.

# data[].attributes.body
Complementing education and further training measures with other interventions in the field of educational quality (e.g. in the areas of infrastructure, teaching materials, curriculum development, school governance, involvement of children, parents and community, WASH, health and nutrition, Distaster Risk Reducation (DRR).

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Particularly in fragile contexts, interventions must be complemented by measures that, for example, strengthen the protection and security as well as the well-being of students and teachers.

# data[].attributes.body
Ensuring coherence between teacher education and training and didactic material or planning of teaching sessions.

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Lobbying and advocacy strengthen education systems and contribute to improvements in education policy.

# data[].attributes.body
Commitment within the framework of IC towards improving teacher training and further education at the national level (e.g. scaling-up local pilot projects, involving civil society in national education planning, lobbying for nationally and internationally standardised measurement of the teaching quality and progress in relation to SDG 4).

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Requesting accreditation under national authorities for teacher education and training programmes.

# data[].attributes.body
Lobbying national and political bodies (Ministry of Education, other relevant ministries, education planning sector, education clusters, etc.) for better teacher training and further education and for improved framework conditions in performing their profession (appropriate remuneration and employment conditions, consideration of the well-being of teachers, promotion of gender equality, etc.).

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Coordination with other actors of international cooperation and promotion of the exchange of methods, tools etc. to support the work.

# data[].attributes.body
The RECI Teacher Training for Quality Education (TTQE) Working Group promotes exchange between different actors of international cooperation working in the field of teacher training.

https://reci-education.ch/en/themes/ttqe/

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Provide materials, tools, resources, and educational opportunities.

# data[].attributes.body
All stakeholders in education must have access to the relevant materials and offers of further education in view to be able to use or to develop them. Access to these resources is facilitated, for example, through e-learning or blended learning.

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Graines de Paix / Ressources gratuites pour l'éducation à la culture de la paix

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Graines de Paix / Ressources gratuites pour l'éducation à la culture de la paix

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Cette section regroupe un large éventail de ressources gratuites pour apprendre et grandir, enseigner et transmettre, éveiller et inspirer. Elles sont destinées à tous publics et spécialement aux enseignants et leurs élèves, aux parents et leurs enfants, aux universitaires, étudiants, formateurs et chercheurs, ainsi qu'aux spécialistes en pédagogies innovantes et en psychologie de l'éducation.

Ces ressources sont regroupées en 5 rubriques:

Elles sont catégorisées avec plus de 200 thèmes

Ceux-ci couvrent les grandes thématiques que sont l'apprentissage et l'éducation, l'être et le savoir-être, les valeurs et les compétences, la violence et la non-violence, la cohésion sociétale et la culture de la paix.

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Cette section regroupe un large éventail de ressources gratuites pour apprendre et grandir, enseigner et transmettre, éveiller et inspirer. Elles sont destinées à tous publics et spécialement aux enseignants et leurs élèves, aux parents et leurs enfants, aux universitaires, étudiants, formateurs et chercheurs, ainsi qu'aux spécialistes en pédagogies innovantes et en psychologie de l'éducation.

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The offers should promote the exchange at the international level as well as the South-South exchange.

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Enfants du Monde / Master en bi/plurilinguisme et interculturalité, en partenariat avec l’Université d’Abomé Calavi

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Enfants du Monde / Master en bi/plurilinguisme et interculturalité, en partenariat avec l’Université d’Abomé Calavi

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Nous avons mené un projet d’éducation au Bénin : découvrez comment nous avons formé les enseignants et enseignantes dans ce pays.