SUCCESSES AND PROBLEMS OF SCHOOL BASED TEACHER PROFESSIONAL DEVELOPMENT PROGRAM (CASE STUDY FROM GEORGIA) - USPJESI I PROBLEMI PROGRAMA PROFESIONALNOG USAVRŠAVANJA UČITELJA KOJI SE IZVODE U ŠKOLI (STUDIJA SLUČAJA - GRUZIJA)

Continuous professional development is efficient in the most educational systems when it is implemented; if trainings and sharing of information is taking place in the place where teachers are working. The system is improving, as it is giving an opportunity to all the members of school to be involved in PD activities any time they need it. External activities of professional development are carrying many limitations as they are less based on individual professional needs, they are determined by external experts, taking place in different locations, which are mostly far from the location where teachers work and live,moreover in a period,that is inconvenient for the participants. In Georgia,School Based Teacher Professional Development Program shifted PD to a new direction. The article highlights the problems and successes of the program implementation in pilot schools. It analyzes hindering factors, activities to eliminate them, and the changes in collaboration culture that turned out to be the main success. - - - - - Trajno profesionalno usavršavanje učitelja uspješno je u većini obrazovnih sustava u kojima se provodi ukoliko se trening i podjela informacija odvijaju na mjestu rada učitelja. Sustav se poboljšava osiguravajući prilike za sudjelovanje u aktivnostima profesionalnog usavršavanja svih učitelja kada god im je to potrebno. Aktivnosti profesionalnog usavršavanja koje organiziraju različite ustanove imaju svoje manjkavosti: manje se zasnivaju na individualnim potrebama, određuju ih izvanjski eksperti, održavaju se na različitim lokacijama uglavnom daleko od mjesta rada učitelja i vrlo često u vremenskom periodu koji ne odgovara samim sudionicima procesa. Programi profesionalnog razvoja u Gruziji krenuli su u novom smjeru. Rad naglašava probleme i uspjehe programa profesionalnog razvoja implementiranog u pilot školama. Analizira ometajuće faktore, aktivnosti koje ih mogu ukloniti i promjene u kulturi suradnje koje su se pokazale kao najveći uspjeh programa

Visions and Recommendations for By the IUCN Commission on Education and Communication (CEC)

Since its birth in 1949 the IUCN CEC has embraced an active advocacy for promoting education as a means to adopt attitudes and practices leading to nature conservation and human well-being. Against this target the UNESCO Futures of Education initiative resonates with the CEC in the quest for a knowledge-based education that forges a better future for humankind and Earth. The CEC and its partners in #NatureForAll movement have embarked on reconnection with nature as an evidenced approach to ensure a prosperous and sustainable coexistence of humanity and nature and found that education in both its formal and creative techniques should work on reestablishing these connections. In response to the UNESCO Futures of Education initiative the CEC conducted a two phase consultation process (guided by the minimally modified UNESCO survey on the top challenges and purposes of education) to explore its members’ views on which challenges are expected to most affect humankind in 2050 and are thus worth addressing in education directed at sustainable development. The process also included drawing members’ recommendations on how education in the fields of nature, biodiversity and sustainability can contribute in meeting these challenges. It may not be considered a surprise that among the top five challenges selected by the respondents the first four places were occupied by nature-related challenges namely climate change, biodiversity loss, environmental crises and human-nature disconnect, with this latter being added to the survey list in light of respondents’ relevant backgrounds and experiences. Several respondents who chose these challenges also selected other challenges that are not so distinctly related to nature issues thus pinpointing associations between the two types such as cause-effect relations. Hence we see economic inequalities, global health crises, poverty and injustice also significantly chosen as top five challenges. In voting for issues education should focus on to meet the top five challenges (the above four and population growth) the overwhelming majority of respondents cited systemic change and sustainability through knowledge transfer, problem solving, attitude change and promotion of active and conscious citizenship. Education, many respondents argued, should focus on behavioural change of students, adults and decision makers. It should also mainstream locality considerations such as the revival of traditional knowledge, be based on firsthand learning in natural settings and follow innovative approaches. Combating climate change, which was considered the top challenge, 2 exemplifies this emphasis on local knowledge transfer, place-based engagement, innovative education methods, systemic and critical thinking as to create awareness, change attitudes and develop skills to act effectively against its impact and best serve the education purposes necessary to minimize this impact on humankind and Earth in 2050.Fil: Czippan, Katalin. Education Committee of Hungarian National Commission for UNESCO; HungríaFil: Charles, Cheryl. Children & Nature Network; Estados UnidosFil: Abd-Alhadi, Firas. Education Task force IUCN; JordaniaFil: Abdallah, Aishah. Wilderness Leadership and Environmental Education; Arabia SauditaFil: Zavarzin, Aleksey. Steering Committee IUCN CEC; RusiaFil: Pisupati, Balakrishna. Steering Committee IUCN CEC; IndiaFil: Sziva, Daniel. IUCN CEC; HungríaFil: Li, Hanying. Steering Committee IUCN CEC; ChinaFil: Camargo, Luis. OpEPA; ColombiaFil: Ratiani, Manana. ESD Steering Committee. Expert Group on ESD Competences UNECE; GeorgiaFil: Otieno, Margaret. Steering Committee IUCN CEC; KeniaFil: Garnett, Tommy. Steering Committee IUCN CEC; Sierra LeonaFil: Horváth, Zsuzsanna. IUCN CEC; HungríaFil: Kray, Zsuzsanna. IUCN CEC; HungríaFil: Medero, Laura Silvina. Instituto Nacional de Tecnología Agropecuaria (INTA). Instituto de Recursos Biológicos; Argentin