This project stands for the enhancement of an inter-institutional network Higher Education Institutions (HEIs) from lusophone ACP countries. Its overall objective is to provide the participating HEIs with skills that enable them to develop a socially and culturally specific programme of quality In-Service Training (IST) for Basic Education teachers (Grades 1 to 9) in countries where Portuguese is the language of instruction and where strong historical and cultural ties exist. This would be in areas crucial for the education system, and jointly developed by the countries themselves.

North-south cooperation in the field of teacher training often puts the southern countries in the position of little more than the almost passive recipients of westernised models with little cultural sensitivity. Both the donor countries and the developing countries have drawn attention to this outdated traditional model for aid and to the fact that it is no longer sufficient. The project wants to build up an environment where culturally sensitive curricula are discussed and developed as a result of a joint north-south and south-south cooperation based on the highest consensus between the countries. The different HEIs can compare methodologies, examine the effectiveness of previous programmes and reach a consensus on what is the core curriculum that all teachers should be highly qualified to teach.

Four areas of training

1. Quality in Education and Development (QED) addresses the psycho-pedagogic processes underlying learning, examines issues of quality in the organisation and governance of schools and in the supervision of educational practices in their interaction with development. This is an area, which analyses the impact of education and educational systems in the process of development and social and cultural transformation. Issues of quality, relevance, school governance and decentralised sustainable practices are examined in the light of globalisation and international trends in education.
2. Science Teaching (ST) analyses, which basic scientific contents should be taught and which are the most suitable methodologies. This is of particular relevance in matters relating to the spread of health awareness and of environmental sustainability.
3. Mathematics Teaching (MT) analyses, which basic scientific contents should be taught, and the methodologies to be adopted. This is an area in which shortcomings in both initial and in-service training are particularly marked, thus creating enormous problems with educational success rates and entailing further underachievement and waste of economic resources.
4. Information and Communication Technologies (ICT), a strategic area, which empowers not only the application of necessary knowledge to the use of teaching technologies, but also the creation of local and nationwide networks, the production and propagation of specific educational resources, and the setting up of distance training programmes of particular importance in insular countries or in isolated or remote areas. It is also of considerable importance in the thinking behind the educational management processes of schools and HEIs.

Formulation, Production, Dissemination and Evaluation

Developing an IST programme requires that representatives of the HEIs of the various countries will have the time to identify the core curriculum in each of the above-mentioned four areas of training, the culturally specific methodologies to be developed, the materials to be produced and the assessment procedures to be implemented. They will then proceed to the actual process of materials production. All these actions will be developed in a first seminar to be held in Portugal that will last for a full month. In a second phase, the materials will be piloted in each country according to the priorities set out by each HEI. Post-piloting evaluation will occur in a second seminar to be held in Cape Verde. In a third phase, a wider implementation of IST in each country will take place. Monitoring visits will provide interim assessment and support throughout all the above phases. A closing seminar, in Mozambique, will carry out a final evaluation of what was achieved.

Learning network

Through a detailed programme of social and cultural involvement, the project aims to create strong ties among the multinational community of participants in such a way as to consolidate a learning community that can keep in touch on-line and set up channels of mutual consultation and assistance. To this learning network, learning and support materials will be available and frequently upgraded, and reports of good educational practices will be displayed. Participants will use this learning platform to exchange views and experiences, share learning materials, submit progress reports to each other, and adopt the on-line facility as a tool for additional learning and keeping in touch across HEIs and countries.

Empowering local and regional expertise

The project will contribute to a significant improvement of each HEI´s ability to train teachers effectively and to reducing of the numbers of unqualified teachers already in the system. Another major outcome will be the creation of a highly committed and functional team of experts, who will work together, bring their awareness of what is relevant to their own HEIs and countries and contribute to the development of education at regional level. Finally, the project aims to identify areas of mutual assistance that should be implemented in the future, such as the exchange of postgraduate training.