Teaching Profession for the 21st Century



The publication “Teaching Profession for the 21st Century” has been prepared within the project “Advancing teacher professionalism for inclusive, quality and relevant education” (ATEPIE) implemented during 2011/2013 by the Centre for Education Policy (CEP) in cooperation with the Education Support Program of Open Society Foundations (ESP/OSF). The project builds on the work of national Open Society Foundations and ESP supported projects in South East Europe aiming to strengthen the role of teachers in ensuring education inclusion and quality in the Western Balkan countries. It is the result of a collaborative effort by education specialists from Bosnia and Herzegovina, Macedonia, Montenegro and Serbia with the support of international experts in the field and the CEP project team.

The first chapter explains the importance of teachers’ professional development and of setting expectations for the teaching profession. It presents some examples of international experience in developing standards, the regional context related to the teaching profession and a brief overview of the current developments in developing standards in the participating countries. The main feature of the publication is the Framework of Teacher Competences (FTC) presented in the second Chapter. It has been developed through regional cooperation, knowledge and practice sharing, taking into the account the existing and newly-acquired research-based evidence on the teaching profession and the latest international and European Union developments regarding teachers.Teachers from each of the above countries have been centrally involved in developing its content. The third chapter focuses on the regional implications of the Framework of Teacher Competences while the Country Perspectives and the possible uses of the FTC are given in the Chapter Four.

The publication is offered as an overarching regional document that would contribute to, strengthen and/or add the missing dimensions in the related national documents for teachers in primary and secondary education. It aims to help bridge any disconnect between teacher education policies and practice. It can be used as a guideline for setting the national qualification frameworks (NQF) which embody the knowledge, qualities, values and commitment to human rights and social justice which teachers should have if all of their pupils are to be equipped for life throughout the twenty-first century.

Published in April 2013 in Belgrade


Zoran Velkovski & Vlasta Vizek Vidović (Eds.), Graham Donaldson, Milica Grahovac, Suzana Kirandžiska, Milica Jelić, Saša Milić, Gordana Miljević, Radmila Rangelov Jusović, Zorica Trikić, Zoran Velkovski, Vlasta Vizek Vidović, Jelena Vranješević


Centre for Education Policy

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