The Role of ENTEP is a document that informs about the purpose and the scope
The Role of ENTEP
The European Network on Teacher Education Policies (ENTEP) was formally launched at an international conference under the Portuguese Presidency, held in Loulé (Algarve) on May 22-23, 2000. At the first meeting of the Ministers’ Representatives and of the European Commission on May 21, ENTEP was constituted with Prof. Bártolo Paiva Campos in the chair, and the General Framework of the Network was agreed on.
The Network goes back on a proposal put forward in July 1999 by the Portuguese Minister of Education to his Colleagues in the European Union Member States inviting them to jointly establish such a Network, with the main purpose of developing the political dimension of teacher education in Europe involving all relevant players.
Ministers of Education of fourteen European Union Member States (Austria, Belgium, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Portugal, Spain, Sweden, The Netherlands and the United Kingdom) and the European Commission joined this initiative and appointed their representatives. Luxembourg joined a little later, and in 2003 the ten new member states were also invited to join the network.
ENTEP exists to promote co-operation among European Union Member States regarding their teacher education policies in relation to initial, in-service and continuous professional development programmes, in order to:
ENTEP develops its activities in the field of teacher education policies, but it is neither a decision group nor an expert group. It is an advisory group or reference group that acts as a sounding board for the European Commission and individual member states. The group has a wide range of expertise and professional experience and acts at both of the following levels:
At the European level
Within the Member States
In addition to their individual work, the ENTEP members work in general meetings which involve all network representatives and, between meetings, sometimes in smaller working groups.
The official language used is English.
The meetings last at least one day, they are organised in plenary sessions and in small group sessions, where there is the opportunity to debate and analyse relevant issues of teacher education policies;
The meetings are to be preceded by appropriate levels of preparation (i.e. state of the art studies, well chosen themes, etc).
prof. dr. Mojca Peček Čuk