Week 2 (28 November to 2 December 2011)
Strategies to promote code effectiveness
An international opinion survey conducted recently by IIEP in 24 different countries showed that “the majority of respondents were satisfied with the existing code content (…/…). Altogether, code implementation is seen to have a significant impact on promoting a feeling of professional identity, reducing misconduct, and improving the quality of education” (McKelvie-Sebileau, 2011). This is consistent with the conclusions from earlier comparative country studies. These studies emphasized the general positive image of the code, but also highlighted various weaknesses, including weak capacity building programmes to ensure their proper enforcement or non-conducive environments.
Many strategies can be thought of to enforce teacher codes of conduct more effectively, e.g.: largely disseminate the code; organize training activities for major stakeholders (in particular teachers); set up clear procedures for lodging complaints; etc.
In this context, the main objective of the discussions during the second week were to reflect collectively on strategies to ensure the successful application of the standards of professional conduct featured in a code.
More specifically, participants were invited to answer the two following questions:
- What mechanisms can be put in place to ensure the proper enforcement of a code?
- How to involve the teaching profession in the process to promote a better ownership of the code?
The e-forum participants were invited to formulate proposals in reference to the context of the specific country in which they are based, taking into account both institutional variables (e.g. the existence of a teacher commission), and socio-economic and political variables that may influence the effective implementation of the code.