Scientific monitoring of ‘Arete-school’ programme piloting

Abstract

The aim of the postdoctoral research programme ‘ARETE school’ was the modernization of general education in Latvian schools, with a focus on character education, by providing research-grounded basis for modelling the ‘Arete school’ programme and scientifically monitoring its piloting and implementation. This report includes information about the organization of the scientific monitoring of the ‘Arete school’ programme, which, following the conclusions of the preliminary research and the recommendations of the mid-term report, was implemented in two steps: 1) scientific monitoring of ‘Arete catalyst’ pilot programme (a teacher training programme for character education); and 2) scientific monitoring of ‘Arete leadership’ (a continuous development programme for school leaders). The scientific monitoring of ‘Arete catalyst’ included the monitoring of the elaboration of an transnational teacher training programme for character education in collaboration with the Erasmus+ programme ‘Supporting teachers for developing intra-personal competencies and character education at school’, as well as of its adaptation to the Latvian socio-cultural environment and its piloting in 2019 by the University of Latvia. The scientific monitoring of ‘Arete leadership’ included the monitoring of the elaboration and the implementation of the programme, which was implemented in early Spring 2020 in close collaboration with the municipalities of Riga and Riga surroundings. The scientific monitoring of the piloting of ‘Arete school’ programme lead to the conclusion that in the elaboration of teachers’ and principals’ training programmes for character education, the consideration of their needs, expectations and values is absolutely necessary; and that such programmes should give the participants the possibility of creating a true learning community, where they feel respected and listened to, and are co-creators of the knowledge and experience shared in the programme. Moreover, a key to the success of such programmes was to provide participants practical tools ready to use at their school for implementing and assessing the provision of character education. Participants’ answers point almost unanimously to their interest in and general satisfaction with ‘Arete school’ programme. Based on this research, some key recommendations were put forward.