BROADENING

TEACHING
PERSPECTIVE:
TEACHER EXCHANGE
PROGRAM


1. VISITING INTERNATIONAL FACULTY
PROGRAM ( VIFP)
The Visiting International Faculty Program is the
United States largest program for teachers and
schools. It is dedicated to transforming lives through
international exchange of teachers.
A. VIF PURPOSES AND
BELIEFS

It is the intention of the VIF to ensure that
student, educators and communities worldwide
reap the benefits of international education . the
program believes in the following principles:
1. All school should have at least one international
exchange teacher.
2. All students should be exposed to a variety of
exchange teachers during their academic
careers.
3. All communities should have an equal
opportunity to develop globally literate citizens
to help build a foundation for success in the
global market place.


B. HISTORY OF VISITING
INTERNATIONAL FACULTY
PROGRAM VIF

1987
1989
North Carolina Department of Public Instruction
12:10
50 countries of the world
Australia, Canada, Chile, and New Zealand, Ecuador,
Mexico, Spain including the Philippines



2. Fulbright Teacher Exchange Program

Since 1946, the Fulbright Teacher Exchange Program
has helped nearly 23,000 teachers and school
administrators to promote mutual understanding
between the United States and countries around the
world. For the U. S teachers, this opportunity involves a
year or semester direct exchange with a counterpart in
another country teaching the same subject at the same
level.


3. Inter African Teacher Exchange

The objectives of this program are to provide opportunity
for African teachers to learn from teaching environment
in other African countries and also aimed to extend
experiences and widen the horizon of African teachers
by encouraging exchange visits to countries outside
Africa as well.

The teacher will travel to neighboring countries to work
for over a period of the two weeks after which in pairs
they will engage in following activities:
1. Be stationed at one school for one week and another
school for another week.
2. Observe teaching in the said teachers subject
3. Guest ICTs at the schools that the teacher is visiting
4. Engage in discussions with the teachers in another
school.
5. Write a journal of their exchange visit.

4. Canadian Educators Exchange
The Canadian Education Exchange Foundation is a non-
profit foundation which handles both student and
educator exchanges.
In Alberta, two kinds of exchanges are possible for a
powerful professional development experiences. These
are:
1. One Year Exchanges - These exchanges enable
teachers in Alberta to swap their jobs (and homes) with
teachers in countries such as Australia, New Zealand,
United Kingdom, and the United States, Germany, and
other for a period of one year. During this time, the
teacher continues to be paid by his/her school board in
Alberta, when the year is over again the teacher returns
home to his original position in Alberta.
2. Short- term Exchanges This exchange which occur
during the spring and summer holidays, enable the
teachers and administrators to job shadow with the
counterpart in another country.


5. Global Teachers Millennium Awards
Although this program is limited only to participating
countries, It is important to learn that Global teacher
Exchange program contribute to the quality of teachers
worldwide.

The programs Aims to:

Change the live UK educators personally and
professionally by encouraging them to fulfill their
aspiration and use their talents in innovative ways,
Ensure benefits for staff and pupils of UK schools under
local communities through the dissemination of
innovative development education.
Support the aims and activities of Linkss educational
program in South Africa, Ghana, and Uganda

Set a standard and develop model for other similar
scheme
It is the intent of the program to achieve learning
outcomes among the target partners of the Unite
Kingdom in terms of:
A. Increase knowledge of people and life in developing
countries
B. Better understanding of how UK is linked with other
countries
C. More positive attitudes toward people and life in
developing countries challenging stereotypes and
beliefs in shared humanity
D. More positive attitudes towards multicultural nature of
UK society-challenging of stereotypes and embracing
of diversity.


A Global Teacher in this program is
described as someone who:

Thinks and acts both locally and globally;
Embraces the worlds rich variety of ways of life;
Understand how this world is interconnected;
Is committed to making the world a more equitable place
Believes in education for sustainable development
Has a professional and personal skills to share, and to
learn;
Bring world into their classroom, school, and community;
Encourages dialogue and partnership between the North
and the South;
Can inspire others to acts Global Teachers



As a result of participating in the
scheme I have developed my ability
to mentor students and staff and have
developed a more consultative
leadership style in my school.