Our mission

Our mission

Our MissionAmong the numerous determinants of education quality and learning outcomes, getting a qualified and motivated teacher into the classroom is the single-most important school-based factor. The ambitious SDG4-Education 2030 framework cannot afford not to make considerable progress on teacher and teaching issues to meet the wider challenges of education systems.

 

Our Vision

The International Task Force on Teachers for Education 2030’s vision is clear: it takes a system-wide approach to gear up to the task. Teachers and teaching challenges are both quantitative and qualitative and cut across the whole system.

The Teacher Task Force believes that teacher gaps are both quantitative and qualitative. The Teacher Task Force considers the most efficient approach to close the gaps is to adopt holistic teacher policies that include the widest range of interlocking dimensions affecting teachers.

Improving teacher quantity and quality are the two goals pursued by the Teacher Task Force. The goals will drive the activities for each main line of action: advocacy; knowledge creation and sharing; and country support and engagement.

To achieve this vision, the mission of the International Task Force on Teachers for Education 2030 is to mobilize governments and other stakeholders for the advancement of teachers and quality teaching, acting as a catalyst of global, regional and national efforts through advocacy, knowledge creation and sharing and country support and engagement.

The Teacher Task Force mission is aligned with the SDG4-Education 2030 framework and other international teacher-related normative instruments.

 

Main Lines of Action 

 To fulfill its mission the Task Force will articulate its programme around three Main Lines of Action. The logic is that by (1) creating or maintaining an awareness of the priority of teachers in the policy sphere and (2) providing state-of-the-art knowledge, stakeholders will be equipped for tackling teacher gaps in their respective countries and contexts. For countries seeking assistance on those topics, the TTF (3) facilitates the provision of country-specific support.

1. Advocacy

The TTF believes that the efficient implementation of teacher policies requires dialogue and extensive participation of all stakeholders – starting with teachers themselves. However, dialogue among stakeholders remains much needed to lessen the tension between teachers and their employers that affects learning. Social dialogue will then be one of the key drivers of the teacher-related SDG target.

2. Knowledge creation and sharing

The prominence of teachers in the SDG4-Education 2030 framework reinforces the need for sound knowledge about the situation of teachers. Detailed and regular monitoring of the progress of countries relating to teachers is needed, now more than ever before, and should go hand in hand with bridging knowledge gaps on teachers and teaching. The TTF will build on its expertise and network of partners to continue providing such knowledge and experience sharing and will play a supporting role in the monitoring of SDG target 4.c.

3. Country support and engagement

Teacher policies are specific to context. This means that there is no one-size-fits-all approach. Countries might therefore request tailored support from the TTF. Being able to offer concrete advice and guidance on policy and implementation issues is essential for the TTF’s legitimacy and relevance.

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Teacher Task Force

7, place de Fontenoy
75732 - Paris - France

Phone:  +33 (0) 1 45 68 05 43
Fax:  +33 (0) 1 45 68 56 26
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