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TEACHER EDUCATION
DEVELOPMENT SECTION

Newsletter
June 2016

Dear Members and partners,

Since the momentum of the Eight Policy Forum in Mexico, things have been moving steadily to be ready for the implementation of the teacher target. The Mexico declaration has been translated and largely shared with partners and constituencies. The reports of the “Steering Committee meeting”, “the ad-Hoc Group Meeting on the revision of the Task Force TOR” have been finalised, translated and disseminated. (We hope that you too will share them in your various constituencies to garner support for Teachers and Teaching in your country/organization). The main report of the Forum has been finalised and is being translated before circulation soon.

We take this opportunity to welcome the new TTF members and the new Steering Committee members elected in Mexico in March.

As announced at the Mexico event, the TTF Secretariat and the UNESCO Teacher Programme have been consolidated into one section for “Teacher Education Development (TED)”. You will find the list of the team members at the end of this Newsletter. With this strengthened team, we hope to have more capacity to serve Member States and deliver coordinated programme for achieving the SDG Teacher Target … with the support of all.

Edem Adubra
Chief of the Section for Teacher Development
(Secretariat of the Teacher Task Force)
UNESCO
 

2. RECENT EVENTS

France overhauls its teacher education system


Teacher education in France is largely provided by the “Ecoles supérieures du professorat et de l’éducation” - ESPE Higher Education Institution for Teachers Education). Under the aegis  of the French Minister of Education, Ms. Najat Vallaud-Belkacem, University leaders and stakeholders of the ESPE network  met in Paris on the 24th May 2016 for a day-long consultation on the system of ESPE’s to review the development of teacher training in France.

The main objective behind the establishment of the ESPE in 2013 was to set up university teacher professional development and training programme, based on the diversity of actors interested in teacher education issues (education authorities, universities, partner associations).
 
Over 200 participants (heads of French National ESPE and Ministry of Education and Higher Education and Research staff) discussed the following issues:
  • the training continuum: linkages between pre-service, in-service and continuous professional development of teachers;
  • the ESPE and professional development;
  • the Governance and partnership relationships; and
  • diversity of beneficiaries in training
The head of the Teacher Development Section (TED) at UNESCO participated in the discussions.
For more information, please visit the following web page:
www.esr.gouv.fr/ressourcesespe (login: espe / password: espe)
 

The Permanent Delegation of Mexico shared the outcomes of the 8th Policy Dialogue Forum

Paris, 19 May 2016
Pursuing its commitment to support the activities of the Teacher Task Force, the Government of Mexico through its Permanent Delegation to UNESCO, gathered UNESCO top management and Permanent Delegates and Ambassadors to UNESCO for sharing the results of the 8th Policy Dialogue Forum and Annual Meetings of the Teacher Task Force that the country had hosted earlier in the year from 14 to 18 Mach. It was during a reception at UNESCO in Paris in May 2016, which was chaired by Ambassador Porfirio Thierry Muñoz Ledo of Mexico. The event was attended by Permanent Delegates and Ambassadors of UNESCO Members States, representatives of development agencies and education institutions based in Paris. UNESCO Deputy-Director General, Mr Getachew Engida, the Assistant-Director General for the Education Sector, Mr Qian Tang, several directors and programme specialists were also present.  Ambassador Porfirio Thierry Muñoz Ledo reminded his guests of the importance for his country to host the Policy Dialogue Forum of the Teacher task Force at a critical moment of his country’s educational reforms in preparation for addressing the SDGs- Education 2030. He hailed the quality of the debates and the results achieved at the various meetings in Mexico. He concluded by drawing attention to the Outcome Document:  Teachers for Education 2030 Mexico Declaration, which reiterated the need for policy makers and education stakeholders to reinforce policy measures to support the empowerment of teachers.

The Mexico Declaration further “calls on the SDG 4 - Education 2030 Steering Committee to recognize the Teacher Task Force as the technical reference group for the teacher target in SDG 4 and include the Task Force in the structures for monitoring SDG 4".

European Commission explores future cooperation with Teachers Task Force


On 12 and 13 May 2016, TTF Secretariat received the visit of two officers of the European Commission’s Directorate-General for Development and Co-operation – EuropeAid, Katia Steurer, Education Advisor (focal point of the EC to TTF Steering Committee) and Steve Passingham, Senior policy Officer (former co-chair of the TTF). They were briefed on the key decisions and outcomes of the TTF annual meetings and policy dialogue forum held Mexico in March. They also received updated information on the on-going activities of the TTF in 2016 and the state of development of the post-2016 TTF strategic plan.
 
During their two-day visit, they met Dr Qian Tang, UNESCO Assistant Director-General for Education. They reiterated EC’s support to the International Teacher Task Force, which they portrayed as a functioning multiple stakeholders’ mechanism that could support the implementation of the teacher target in SDG Education 2030 Agenda. Dr Tang expressed his appreciation of the visit and more generally the support that EC has been providing to the TTF since its establishment. He also briefed the visitors on UNESCO’s priorities for Education 2030, and his willingness to work with all major international partners, including EU in ensuring the SDG goals are well implemented and monitored. Both parties indicated satisfaction over the result of the UNESCO Education restructuring, whereby the UNESCO teacher programme and the TTF Secretariat are subsumed under a single section headed.  
 

During their Paris mission, the two EC officers also met with education experts at the UNESCO International Institute for Educational Planning (IIEP) and at OECD. In their debriefing meeting with the TTF Secretariat, they congratulated the team for the achievements and provided advice on how the communicate better on these achievements. With the team they brainstormed on priority areas that should be the focus of the TTF future work, continued articulation of global initiatives (e.g. the Norwegian New Initiative on Teachers and Teaching) and on pathways to diverse sources of funding. Margarida Tor of the UNESCO’s Bureau of Strategic Planning, who coordinated UNESCO’s partnership with EC was in the meeting and provided explanations on the management of the current support of EC to the TTF. 

Echoes from Guinea


EduCetera, an NGO comprising willing cadres from Guinea in the Diaspora, received financial support from the Task Force last year to train teacher educators at home. They were able to provide the training to 40 teacher educators on ICT tools in Conakry in January 2016. Now the beneficiaries of this training have leveraged their acquired knowledge and skills in their respective institutions. As a result, they have themselves replicated the training in four different locations: the University Gamal Abdel Nasser of Conakry; the University of N’Nzérékoré; the University of Mamou; and the « Institut Supérieur des Sciences de l 'Education de Guinée (ISSEG) ».

From an initial number of 40 beneficiaries, the capacity of a total of 132 educators have been enhanced. This illustrates how the seed money the Task Force provided for capacity development for teacher education has helped to achieve a lot more. We are proud of the initiative of Educetera through the mobilization of the diaspora to bridge the teacher gaps at home. Other countries may follow this laudable example.

A model of international cooperation to support Teacher Training in Africa: The UNESCO and Chine Funds-in-Trust project.

 

Phase I concluding meeting


Paris, France, 19-20 April 2015

Representatives from the eight beneficiary countries of the UNESCO-China-Funds-in-Trust (CFIT) Project, the donor (China) and UNESCO specialists in the Field Offices and Head Quarters gathered in Paris to share and discuss the achievements and lessons learnt in the implementation of the CFIT project (first phase), mainly in the first three project countries: Côte d’Ivoire, Ethiopia, and Namibia. Participants also reviewed the achievements of the other five countries of the first phase:  Congo, Democratic Republic of Congo (DRC), Liberia, Tanzania, and Uganda.
 
The findings of an external evaluation helped participants underscore the real potential of the project framework to revamp teacher training. The positive outcomes motivated the donor to provide additional resources (USD 4 million) to extend the project for two more years, and adding to the existing eight countries two new ones: Togo and Zambia.
 
For more information on the UNESCO-CFIT project “Harnessing Technology for Quality Teacher Training in Africa” see: http://en.unesco.org/events/concluding-meeting-unesco-cfit-project-harnessing-technology-quality-teacher-training-africa

 

Financing for SDG4-Education 2030

Paris, France, 25 April 2016
Mobilizing resources to achieve the ambitious goals for Education in SDG’s constitute a real preoccupation. As part of the consultations to better understand the needs and explore innovative responses, the 2016 Global Action Week for Education (GAWE) focused the campaign on the theme “Financing for Education”. UNESCO in collaboration with the Global Campaign for Education organized a panel on Financing for SDG4-Education 2030, on the 25 April 2016, at UNESCO Headquarters. The panel explored and defined opportunities and challenges in financing the new education agenda, particularly in terms of addressing the needs of the most marginalized populations.


Speakers including:

  • Moderator: Mr Jordan Naidoo, Director, Division for Education 2030 Support and Coordination, UNESCO
  • Norway: Ambassador Tarald Brautaset, the Norwegian Minister of Foreign Affairs’ Special Envoy for Education and focal point for the Commission on Financing Global Education Opportunity
  • Ethiopia: Mr Fuad Omer, Deputy Permanent Delegate, Permanent Delegation of Ethiopia to UNESCO
  • OECD: Mr Andreas Schleicher, Director, Directorate for Education and Skills
  • ODI: Ms Romilly Greenhill, Team Leader on Development Finance, Overseas Development Institute
  • GCE: Mr David Archer, Head of Programme Development with ActionAid, Global Campaign for Education Board Member
  • GEMR: Mr Manos Antoninis, Senior Policy Advisor, Global Education Monitoring Report
  • Ms Teopista Birungi, Uganda National Teachers’ Union (UNATU) founder, Deputy Director Education Services, Kampala Capital City Authority, member of the Commission on Financing Global Education Opportunity
To recall, Ms Birungi also contributed to the Financing sessions at the Teacher Task Force policy dialogue in Mexico. She had left participants with a set of questions that the secretariat shared with members for feedback. The outcome of this small survey was sent to the Commission and could be found on the TTF Website. For more information please see this link:  Financing for SDG4-Education 2030.

 

SDG4-Education 2030 Steering Committee meeting


Paris, France, 25-26 May 2015
 
The SDG4-Education 2030 Steering Committee (SC) organized its first meeting on 25 and 26 May 2016 at UNESCO HQ in Paris.
The role of the SC is to provide strategic guidance to support the implementation of SDG 4, to recommend key priority and catalytic actions, to monitor and advocate for adequate financing, to encourage harmonization and coordination of partner activities, as well as to review progress. The first meeting shared strategic information on recent SDG4–Education 2030 developments and defined a shared roadmap for coordinated joint action in communication, advocacy, research, and monitoring. Theme page: 
 
Education for the 21st Century
Monitoring and Coordinating Education Development
Education for the 21st Century
Monitoring and Coordinating Education Development

How to ensure universal learning?  Findings and experiences from Asia-Pacific


Bangkok, Thailand, 13 May 2016
 
UNESCO Bangkok Office in partnership with the OECD, organised a webinar on Friday, 13 May 2016 (2:00 pm - Bangkok /9:00 am - Paris), to share findings and experiences from Asia-Pacific about how to ensure the universal learning. In their presentation the OECD shared a comprehensive insight on why low performing students fall behind and how they can be helped.  The Republic of Korea’s presentation focused on how the low-performers are identified; how resources are allocated to schools to ensure equity across schools and how teachers are supported to help low-performing students.
Access the webinar presentations here for your convenience.
 

Namibian Ministry of Education launched the Sustainable Development Goals (SDGs) and the DSG4-Education 2030


Windhoek, 25th April 2016
 
During the Global Action Week on Education 2016, the Ministry of Education, Arts and Culture of Namibia launched the Sustainable Development Goals (SDGs) and in particular the SDG 4 and its 7 Targets in Namibia.
Since 2015, Namibia has worked very hard to align its Education Strategic Objectives with the theme of GOAL 4, “ensure inclusive and equitable quality education and promote lifelong learning for all”.
 
In her intervention, the Deputy Minister, highlighted the importance of Quality Education and underlined that Namibia is promoting the implementation of SDGs’ ‘to provide accessible, equitable inclusive quality education for a tolerant, skilled, productive and competitive Nation; and to promote and preserve Arts and Culture for nationhood and unity in diversity’. She also added that “the today’s launch is a testimony of our commitment towards the implementation of the SDG- Goal 4 and its targets”.
As widely recognized, teachers are central to achieving the Goal. Namibia is with Norway the co-chairs of the Teacher Task Force (TTF) and has been an active and keep supporter of the work of the Teacher Task Force.

SEAMEO officials discussed Teacher Education Frameworks and Reforms in Southeast Asian


In support of the implementation of the Sustainable Development Goal 4 and Education 2030 Framework for Action; Southeast Asian Ministers of Education Organization (SEAMEO) Regional Center for Educational Innovation and Technology (INNOTECH) organized its first Regional Forum on Teacher Education Frameworks and Reforms in Southeast Asia on 16-18 May 2016 in Quezon City (Philippines). Teacher Task Force secretariat participated as the keynote speaker with a view to providing international contexts on teacher education systems and apprising educators in the region of the key issues in Education 2030. The participants of the regional forum, including policymakers and researchers from Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Thailand and the Philippines, produced the outputs on: (i) common success factors in teacher education management and systems; (ii) challenges and new possibilities for teacher education in Southeast Asia; and (iii) recommended priorities for future collaboration and cooperation. Building on these outputs, Teacher Task Force will explore the opportunities of collaboration with SEAMEO and its member countries, aligning with “SEAMEO Education Agenda: A Roadmap of Strategy 2035”, as well as the strategic plan of TTF. 

Going Global Conference 2016  discussed Teachers in SDGs

 
The British Council Going Global Conference 2016 was held for the first time outside UK in Cape Town (South Africa) on 3rd to 5th May 2016. The theme of the conference was:  “Building nations and connecting cultures: education policy, economic development and engagement” Of the sseveral plenary sessions and parallel panels, one specifically focused on Teachers. It was convened by the Centre for International Teacher Education (CITE) - a technical partner of the TTF on teacher Policy issues.
The Panelists focused on ensuring that the evolving global education agenda is debated and discussed by countries and institutions in the Global South who need to grasp and own the targets of SDG4-Education 2030 agenda.
 
The panelists lists are: (1) -Chair, Professor Yusuf Sayed, Founding Director- Centre for International Teacher Education, Cape Peninsula University of Technology, South Africa; (2) Dr Edem Adubra, Director – International Task Force for Teachers -  UNESCO; (3) professor Crain Soudein, CEO, Human Sciences Resources Council, South Africa. (4) Mr Yousaf Gabru, Chair of the South African National Commission for UNESCO, and (5) Dr. Yumiko Yokozeki, Director- UNESCO International Institute for Capacity Building in Africa (IICBA), Ethiopia.

3. UPCOMING EVENTS

International conference of the Use of Contract Teachers

Addis Ababa (Ethiopia) from 20 to 24 June 2016
The SDGs Education 2030 Agenda  calls for “qualified, professionally-trained, motivated and well-supported” teachers. However, due to high demand and low supply of qualified teachers many countries have resorted to contract teachers with not always the required quality training, the adequate skills, and without stable contracts. In order to have a better picture of the situation, the TTF has conducted a review on the use of contract teachers in 25 Sub-Saharan African countries. The outcomes of this study will be presented in the conference in Addis Ababa (Ethiopia) from 20 to 24 June 2016.  

The review of the use of contract teachers aims to:
  • map out the employment status of teachers by type of contract (see the working definition of contract and open-ended appointment teachers);
  • document: (i) the nature and effects of diverse status of teachers on educational systems; and (ii) perceptions regarding contract teachers, particularly on their living and working conditions, motivation, satisfaction and professional identity;
  • identify good practices in terms of the professionalization of contract teachers and opportunities for professional development
  • propose implementable policy options for improving teachers’ professional status and identify pathways to professionalization of contract teachers, the recruitment, deployment of trained and qualified teachers for all learners, and social dialogue for offering decent working conditions to teachers.
The conference is co-organized by the TTF with UNESCO IICBA, the African Union Commission, ADEA and the Organisation Internationale de la Francophonie and will gather officials from national and/or regional education authorities; representatives of teacher organizations or teacher associations,  experts from NGOs active in the field of education, as well as researchers.
Group sessions will be organized during the conference on the following themes: pre-service and in-service teacher training; financing education focusing on the use of contract teacher; recruitment and deployment of teachers; evaluation of the performance of teachers; promoting social dialogue on teachers and teaching; teacher motivation. The concept note and detailed information are available on the web site of Teachers Task Force:  http://www.teachersforefa.unesco.org/v2/index.php/en/

For further information, please contact: Mr Hiromichi Katayama ; or Mr Edem Adubra

African Union debates its Education Strategy in Addis Ababa


Addis Ababa (Ethiopia) from 23 to 24 June 2016
 
Back to back to the conference on the review of contract teachers, the TTF members will join a group of education stakeholders and experts gathered by the African Union Commission to discuss the draft of the Continental Education Strategy for Africa (CESA 16-25); The debates  will be held under the aegis  of the African Union Commission from 23 to 24 Jun 2016 in Addis Ababa, and aim to  provide a common basis for national, regional and continental program design and implementation, and an overall framework for mobilization of all key stakeholders


The objectives of the meeting is to gather inputs on the areas mentioned in CESA 16-25 Strategic Objectives in order to:
  • Establish the Coalition of Partners for CESA
    • Identify strategic thematic grouping of partners into CESA Clusters
    • Agree on roles and responsibilities of Partners and CESA Cluster
  • Establish the Monitoring and Reporting Framework for CESA
  • Agree on the CESA Implementation Road Map

Teacher educators in France debate teacher training at UNESCO

Paris, France, 28 June 2016
 
The second meeting of the Steering Committee of the National Network of Higher Education Institutions for Teacher education ESPE (Écoles Supérieures du Professorat et de l’Éducation) will take place at UNESCO HQ Paris on 28th June 2016, This national network gathers some 32 ESPE from all regions in France as well as the National Training School of Agriculture.
 
The ESPE network has a strategic orientation committee (SOC) which provides the means in order to develop a vision and to lead discussions with other actors involved in teacher training.
The SOC wishes to contribute also to the reflection regarding the development of the ESPE, especially on the themes of teacher training and education professions, as well as on the professionalization of teaching career and research.
 
The June 28th meeting will be dedicated to the reflection on three main levels: research, training and field work. It will also focus on the topic of developing and structuring the research field of work, which UNESCO has extensively contributed to through supporting the establishment and collaboration with UNESCO chairs in France.
The meeting is hosted by the UNESCO Section of Teachers Development/ Teacher Task Force Secretariat

Celebrating 50 Years of the 1966 ILO/UNESCO recommendation on the status of teachers - World Teachers Day 2016


Paris, France, 5Th October 2016
 
UNESCO and the convening agencies of World Teachers Day (ILO, UNDP, EI and UNICEF) will mark the event this year by putting the focus on the 50th anniversary of the 1966 ILO/UNESCO recommendation on the status of teachers. With the Teacher Task Force, they are planning a series of activities that will culminate on the 5th October 2016.  
Member Stakes are invited to participate in a Poster creation exercise to highlight major benchmarks and achievements in their educational systems over the past 50 years and their projection towards the SDG Benchmarks of education 2030. More details will be circulated shortly. All country level activities will be showcase on the WTD map at the following link:  http://www.worldteachersday.org).


Task Force focal points are invited to join the Ministries of Education, Teacher unions and UNESCO National Commission to celebrate the event and share reports.
 
At UNESCO Headquarters, an experts meeting on “Teacher Motivation” will be organized on October 3rd and 4th, before the peak on the 5th with the World Teachers Day Commemoration activities, featuring a high-level panel discussions on the Recommendation and Education 2030, and the award ceremony for the UNESCO-Hamdan bin Rashid Al-Maktoum Prize for Outstanding Practice and Performance in Enhancing the Effectiveness of Teachers. More details will follow.
 

On the UNESCO-Hamdan bin Rashid Al-Maktoum Prize


The UNESCO-Hamdan bin Rashid Al-Maktoum Prize for Outstanding Practice and Performance in Enhancing the Effectiveness of Teachers was established in 2008 to support the improvement of teaching and learning quality in achieving the Education for All goals, which is one of UNESCO’s priorities. Awarded every two years, the Prize is generously supported by H.E. Sheikh Hamdan Bin Rashid Al-Maktoum of the United Arab Emirates. It amounts to $300,000, which is equally divided between three winners whose projects aim at improving the performance and effectiveness of teachers.
 
The winners are selected by an International Jury composed of five distinguished professionals chosen for their high-level of knowledge and experience in teacher-related issues. The Prize will be awarded for the 4th time at a ceremony that will take place during World Teachers’ Day celebrations at UNESCO Headquarters in Paris on 5 October 2016.
The laureate countries are: Cambodia, Malaysia and Malawi.
http://www.unesco.org/new/hamdan-prize

The TTF 2016 annual meetings and 9th Policy Dialogue Forum

 
5Th December 2016
 
The TTF annual meetings and 9th Policy Dialogue Forum will be held in Cambodia in the week of  5th December 2016. The meetings will review the recommendations of the Mexico meeting held in March and adopt new terms of reference for the Task Force and its post-2016 strategic plan. The forum will follow up on the previous one’s outcomes related to the contribution of the Teacher Task Force in the implementation of the teacher target of the SDG4-Education 2030 agenda.

4. ONGOING PROJECTS

Improving teacher support and participation in Local Education Groups (LEGs) Project


Funded by the Global Partnership for Education, UNESCO, in partnership with Education International (EI), is undertaking a two-year project ‘Improving teacher support and participation in Local Education Groups (LEGs)’. The project’s objective is to enhance the capacity of teachers and their organizations to participate effectively in social dialogue with national governments regarding policy that will ultimately enhance the effectiveness of teaching and thus the quality of education. Project activities are being undertaken in 8 African countries (DRC, Ivory Coast, Liberia, Sierra Leone, Benin, Mali, Senegal and Uganda); 1 Asian country (Nepal); 1 Latin American country (Haiti) with focus on three thematic areas: I) improvement of the technical and organizational capacity of teacher organizations to participate meaningfully in LEGs; II) enhancement of teacher organizations and governments’ capacity to analyse and discuss issues of salary scales, working conditions and standards of practice; III) identification and piloting of innovative teacher in-service support mechanisms that promote teachers’ effective engagement in social dialogue addressing teacher policy reform. The project is now advancing with knowledge-sharing and capacity development activities related to the second and third thematic areas of implementation
 

The Post-graduate diploma-level capacity building programme in Curriculum Design and Development

 
The accredited post-graduate diploma-level capacity building programme in Curriculum Design and Development was launched by UNESCO in Latin America in August 2010, since then it was implemented in Africa in 2010 and recently is planned to be implemented in the Arab region in 2016. This programme is jointly implemented by UNESCO different offices and institutions and a hosting country’s University, namely the Catholic University of Uruguay, the Open University of Tanzania and the Hamdan Bin Mohammed Smart University Dubai.
 
The yearly programs for curriculum developers, teacher trainers, teachers, quality assurance officers, researchers, international staff and other education practitioners at the local and regional levels, are offered on a part-time basis to provide hands-on knowledge and skills. The programme mode of delivery consists of a 10-day face-to-face intensive session and 30 weeks’ distance learning. Trainees are required to participate in both the face-to-face and distance learning. The teaching staffs (trainers or tutors) are composed of professors, lecturers and experienced experts in Education and Curriculum from the host country, countries in the region, and experts from other regions.
In view of the success of the “Post-graduate diploma-level capacity building programme in Curriculum Design and Development” in the Africa region, the programme has been upgraded to become a full master programme namely “The Master of Education in Curriculum Design and Development”
 
The face-to-face training followed by online training will take place as following:
           
  • In Africa region: in Dar Es salam (Tanzania).
    From 25 July to 5 August
  • In Latin America region: in Montevideo (Uruguay).
    From 29 August to 10 September
  • Arab states Region: in Dubai (UAE).
    From 24 October to 2 November 2016
For further information, please contact: Ms Ssereo, Florence f.ssereo@unesco.org

5. RECENT PUBLICATIONS ABOUT TEACHERS

   
  • Supporting Teacher Professionalism (Insights from TALIS 2013)
Talis, (2015), OECD Publishing, Paris
This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world.
Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators. The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism.

It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
Source: http://www.oecd-ilibrary.org/education/supporting-teacher-professionalism_9789264248601-en
 
  • Where it’s Needed Most: Quality Professional Development for All Teachers
The Inter-Agency Network for Education in Emergencies (INEE), (2015)

INEE published this year a guide which provides recommendations, ideas, and support to improve teacher professional development in emergency contexts. This guide intends to stimulate on-going and new conversations to better plan, implement, and sustain quality teacher professional development in conflict-affected and emergency settings.
 

6. WORTH KNOWING

Teachers and Education 2030 priorities made it to the G7   Ministers of Education Declaration (Kurashiki – Japan, May 2016)

check the declaration at the following link:
http://www.g8.utoronto.ca/education/education2016.html
 

Brookings has launched "Millions Learning: Scaling Up Quality Education in Developing Countries,"

a comprehensive study that examines where learning has improved around the world and what factors have contributed to that process. It organized a seminar (April 2016) focusing on the role of global actors in accelerating progress to meeting the SDGs.
http://www.brookings.edu/events/2016/04/18-getting-millions-to-learn
http://www.brookings.edu/research/reports2/2016/04/millions-learning
 
 

UNICEF and the World Bank jointly urge greater investment in early childhood development

http://www.un.org/apps/news/story.asp?NewsID=53689#.V1FuPzWLSUl
http://www.worldbank.org/en/news/press-release/2016/04/14/world-bank-group-unicef-urge-greater-investment-in-early-childhood-development
 
 

International summit brought Education officials and experts to talk about Teacher issues.
A WORLD TRANSFORMED

The 2016 International Summit on the Teaching Profession (ISTP) was held in Berlin, Germany on the 3-4 March 2016 and was hosted and organized by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (KMK) in partnership with the Organisation for Economic Co-operation and Development (OECD) and Education International (EI).
The theme of the 2016 Summit was: Teachers’ Professional Learning and Growth: Creating the Conditions to Achieve Quality Teaching for Excellent Learning Outcomes.
It focused on three interrelated topics:
  • What knowledge, skills, and character dispositions do successful teachers require?
  • What policies help teachers acquire the competencies they need to be effective?
  • How can governments implement these policies effectively?
The summit brought together different stakeholders including, ministers of education, teachers’ union leaders, and other leaders of the education profession from around the world to focus on how to strengthen the teaching profession.
In addition to the Summit plenaries, ministerial meetings and meetings of teachers’ union leaders as well as consultations of individual country delegations enabled attendees to reflect on the implications of the dialogue for their own countries and set priorities for the next year.

Contents :

1. INTRODUCTION
2. RECENT EVENTS
3. UPCOMING EVENTS
4. ONGOING PROJECTS
5. PUBLICATIONS
6. WORTH KNOWING

To all of you, we wish a pleasant summer!
 
To all teachers, who are very busy with academic year end exams, we send our appreciation and hope you could enjoy a well-deserved break soon.

The UNESCO Team that serves you:

Teacher Education Development (TED) Team
 
Edem Adubra (Chief of Section)
Lydie Kente (Assistant programme) joined the Team in February 2016
Lydie Ruas (Assistant programme)
Bertha Shawelaka (loaned experts from Namibia)
Anne-Lise Rotureau (Intern) joined the Team in May 2016
Carolina Belalcazar (Program Specialist)
Florence Ssereo (Program Specialist)
Hiromichi Katayama (Program Specialist)
Gabriel El Khili (Program Specialist) joined the Team in February 2016
Zenab Choug (Programme Assistant) joined the Team in June 2016
Copyright © 2016 Teachers Task Force for Education 2030, All rights reserved.


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