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Leonardo da Vinci Pilot-project’ TEVAL – Evaluation Model for Teaching and Training Practice Competences – is being carried out (2005-2007) by a partnership made up with expert institutions in evaluation, from six European countries: Polytechnic Institute of Beja/ Superior School of Education of Beja (Project’s Scientific coordinator) (Portugal), Univation Institute (Germany), EntenteUK (United Kingdom), Centre de Investigation en Études Pedagogiques (France), Tallinn University (Estonia) and Hellenic Regional Development Centre (Greek ).
The broad aims of TEVAL project are:
- Promoting a joint work of different educative subsystems for the development of a joint strategy for evaluation of training and teaching competences;
- Developing a set of common principles for evaluation and validation of teaching and training practice competences, adapted to different levels and contexts;
- Designing a general framework model for that evaluation, applicable and adaptable to all educators, whether they work in primary or secondary level or in the subsystem of vocational education or training.
Lack of comparability makes it difficult to individuals to combine learning outcomes acquired in different training systems/settings, at different levels and in different countries. Consequently, there is no valid basis for benchmarking needs, performance and achievements for practitioners in Education and Training systems/settings at a transnational level.
Based on this assumption, a research team proposed the TEVAL project, aiming to develop a set of common European principles for evaluation of teachers and trainers, viewed as a whole professional group, involved in the personal, social and professional development of others . Therefore they have similar required competences to perform that task.
Current methods and systems have, to a large extent, been designed and set up in isolation from each other and cannot easily be linked together or combined. While a set of European principles cannot replace work at national, regional and sector level, it
- brings in an additional element contributing to the linking of approaches at different levels and in different contexts;
- strengths the comparability of actual approaches
- contributes to long-term development of high quality, cost-efficiency approaches to identification, assessment, evaluation and recognition of teaching and training practice competences.
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