Trade fairs and seminars

Teacher Doctor Manuel Palácios, president of the National Institute for Educational Studies and Research Anísio Teixeira (Inep), presented several worrying data on the migration and performance of students in degree courses. He pointed out that the number of students enrolled in distance learning degree courses increased from 542,613 in 2012 to 3,100,556 in 2022, while face-to-face courses decreased from 2,204,456 in 2012 to 1,656,172 in 2022. This indicates a growing preference for distance learning courses.

Another alarming point presented was the high dropout rate in training courses, with averages of over 50%. In Mathematics and Physics, the dropout rates are 67% and 72%, respectively, while in Portuguese it is 61%. In addition, performance in the ENADE for all these degree courses is below 50%, which is extremely worrying.

Professor Palácios questioned the actions and proposals of Inep and ENADE to improve these rates and made some suggestions, including:

• Drawing up a reference matrix for undergraduate courses, with general and specific competences for each area.

• A new standard for items.

• Definition of minimum performance standards.

• Participation of basic education teachers.

• Evaluation of compulsory internships.

Teacher Master Ana Paula (RSB) During the presentation of the UBEC Group associates to the Salesian Network Brazil (RSB), Professor Ana Paula highlighted the joint work being carried out with other Salesian networks in Latin America, especially through the ESA project (Escuela Salesiana América). This project is a non-profit educational network made up of consecrated and lay people, which promotes the creation of innovative educational environments for integral learning.

Ana Paula presented alarming data on the amount of time dedicated to continuing teacher training in the 21 countries involved in the project. According to the analysis, 41.7% of teachers dedicate only 1 to 2 hours a week to continuing education, while 34.5% dedicate 3 to 5 hours a week. The survey also highlighted priority themes and skills for training these educators.

In Brazil, these analyses and actions are aligned with the National Common Core Curriculum (BNCC), resulting in the development of the Salesian Network Curriculum. This curriculum includes several booklets that cover areas such as Theoretical Assumptions, Early Childhood Education, Primary Education, Secondary Education, Methodologies and Assessment, as well as Institutional Parameters for Educational Quality.

Teacher Douctor Ernesto Treviño from Chile presented us with worrying data on the social decline of teachers in Chile, pointing out that many leave the profession after an average of four years due to relationships between their peers and with adults in the training process after the training period. He also showed us that, in basic education, 63% of private schools have public funding, 30% are public schools and 7% are private schools without public funding.

Treviño presented the SDPD (Professional Development System for Teachers), which offers a career plan for teachers, allowing for a salary increase of up to 30% on achieving targets proposed by the country. The system encourages experienced teachers to supervise and accompany new teachers, a process that lasts around four years.

One alarming fact presented was that 65% of families use verbal violence and 35% use physical violence to educate children.

Other data revealed included: 64% of teachers pursue a career because of vocation and financial incentives, 24% only because of vocation, and 12% only because of financial incentives.

Israel's Teacher Douctor Arie Kizel presented a detailed analysis of various aspects of the education system in Israel. In 2016, the Israeli Authority conducted a survey on how teachers, students and principals are doing in school. The student-teachers worked well with the mentors, but the Ministry of Education took over the management of teacher training.

He said that it is important to unite academia and school, and that teachers should help students at all times in their work. The aim is continuous learning, integrating technology and up-to-date knowledge.

The “Pedagogy of Rescue” helps students from poor communities to overcome their difficulties through education. University students learn to be motivated teachers who can make a difference.

The University of Haifa created the Dialogical Reflective Professional Development School (DRPDS) model, based on three pillars: legitimization of personal vision, joint analysis of situations and use of metacognitive thinking. This model educates teachers for dialogue in the classroom and school organization, promoting necessary changes and achieving desired results.

He talked about parents who weren't satisfied with education in the 1980s because they felt that Israel's education system wasn't fair. The parents asked the teachers to become leaders and social entrepreneurs.

To become a teacher in Israel, you need to have a diploma of at least 3 years or a Bachelor's degree from a 4-year college. Teacher training is divided between universities and colleges of education.

What's happening in the ECE sector?

• The 2024-2034 strategy aims for a safe, competent, skilled, capable and supported workforce.

• The aim is to connect children, families and communities, and to help attract and retain qualified people.

Teacher training challenges:

• The sector needs more teachers in Victoria.

• There is a difference in income and social status between ECE teachers and elementary school teachers.

• Primary education and kindergartens are privileged.

• ECE services need to be greatly improved.

ITE opportunities:

• Introducing multiple theoretical and pedagogical perspectives into initial teacher training programs.

• Knowing the histories and identities of future teachers.

• We need to work with the neoliberal environment to support the well-being of the tertiary sector and ECE.

Some important questions:

• How to support IFP providers who depend on the increase in students after Covid?

• How do you make international students, who make up 86% of the student body at some universities, feel welcome again?

• What do you need to secure resources and inspire teachers to enter the sector as a viable profession?

• How can we strengthen indigenous rights, cultures and languages in schools?