Actualites

Twitter-posterBy choosing this year’s theme to be “Young teachers: the future of the profession”, the World Teachers’ Day’s co-convening agencies wish to address one of the issues that has been plaguing the profession for some time now: how can the teaching profession attract and retain young, bright talents in the profession?

The global education goal, SDG 4, calls on countries to ensure that children are not only going to school but also learning, yet the proportion of teachers that are trained has been falling since 2000, especially in sub-Saharan Africa. Even more worrisome, new projections by the UNESCO Institute for Statistics (UIS) and the Global Education Monitoring (GEM) Report found that, at current trends, learning rates are expected to stagnate in middle-income countries, and drop by one-third in Francophone African countries by 2030. This would leave 20% of young people and 30% of adults still unable to read by 2030.

To turn these worrying trends around, we must invest in teachers, their education and professional development.

 

The reality of teaching

To get the real picture of teachers’ current training and working conditions, the Teacher Task Force collaborated with UIS and the GEM Report to produce a fact sheet giving the latest data on the global indicator for the Teacher Target.

Every learner has the right to be taught by a trained and qualified teacher. Unfortunately, this is not a reality for all of them. In Sub-Saharan Africa, only 64% of teachers were trained according to national standards at primary level in 2018-17. This share falls to 50% at secondary level. Comparatively in 2005, these figures had gone up to 71% and 79% respectively.

The share of trained primary school teachers has also fallen in Southern Asia, where it has gone from 78% in 2013 to 72% in 2018.

To teach efficiently, teachers need decent working conditions, like having electricity or sanitation facilities in schools. However, in Sub-Saharan Africa, only 34% of primary schools had access to electricity and 44% had access to basic drinking water in 2018-17. To make matters worse, 1 in 4 primary school did not have single-sex basic sanitation facilities in low-income countries.

To the issue of training and working condition plaguing the profession is the additional fact that the teaching profession also suffers from a poor image and status. Compared to jobs requiring similar qualifications, teaching often offers lower salaries for the responsibility and the amount of work required.

This leads to teachers leaving the profession in high numbers without enough new recruits to replace them, especially young new teachers.

 

Missing: young teachers

The future of society depends on the future of education. We need young teachers willing to take on the challenges of tomorrow.

Indeed, attracting young candidates to the teaching profession is a major challenge worldwide, and this is not just a supply issue. The hardships and obstacles affecting the profession disproportionately affect young teachers.

In their latest Education at a Glance report, the Organisation for Economic Cooperation and Development (OECD) reports that young teachers, defined as under 30 years old, make up a small proportion of the teaching population in their member states. Indeed, teachers under 30 account for 13% in primary education, 11% in lower secondary and 8% in upper secondary on average across OECD countries in 2017.

Keeping young teachers in the profession is also a critical concern. Student teachers often indicate the experience of facing their first classroom as the most daunting part of their job. This leads to high attrition rates in this age group. Solid teacher education and induction practices, as well as peer mentoring have been highlighted as models that could offer young teacher the support they need in their first years in the profession.

 

A problem without solutions?

The main concerns around the attractiveness of the teaching profession could be addressed in teacher policies developed as presented in our Teacher Policy Development Guide.

Indeed, in the guide are listed nine dimensions that we believe essential to address the current issues facing the profession. Among these dimensions, we list training and education, working conditions and remuneration as mandatory component of any policy pertaining to teachers.

It is our belief that tackling the problem of attracting and retaining young people in the teaching profession will require sound and holistic teacher policies developed with the input of a broad range of stakeholders, including young people themselves.

 

Held annually on 5 October, World Teachers’ Day commemorates the anniversary of the adoption of the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers. This Recommendation sets benchmarks regarding the rights and responsibilities of teachers and standards for their initial preparation and further education, recruitment, employment, and teaching and learning conditions.

Authored by Inès da Silva, Communications Officer, International Task Force on Teachers for Education 2030

  

Twitter-posterAccording to the UNESCO Institute of Statistics, 258 million children and youth are not in school. More worrisome is that over 600 million children and adolescents who are enrolled in school are not learning the basics. In both cases, children are being denied their right to a quality education.

To remedy this learning crisis, the world needs new teachers - about 69 million more if we are to meet our commitments before 2030.

This is why the chosen theme for World Teachers’ Day 2019 is “Young teachers: the future of the profession”. Beyond being a celebration of those who have dedicated their lives to transmitting knowledge and shaping minds, World Teachers’ Day is also the occasion to shine a light on important issues that are affecting the profession and keep teachers at the forefront of the global education agenda.

 

 Wanted: young teachers

The number of trained teachers has decreased since 2013. Using national definitions, the 2019 Global Education Monitoring Report estimated that only 85% of teachers were trained in 2017. This represents a 1.5 percentage point decrease.

The OECD’s 2019 Education at a Glance report gives us a snapshot of the situation. Young teachers, defined as those under 30 years old, make up only 25% of the teaching workforce across all levels of education in OECD surveyed countries.

In France, the proportion of young teachers from primary to upper secondary was 11% in 2017. In the Republic of Korea, they represented 14% of the teaching workforce. Chile is one of the countries with the highest average of young teachers with them representing 21% of the workforce.

It gets even bleaker when we look at it by levels of education. In 2017, there were only 13% of teachers aged 30 and under in primary education and only 11% in lower secondary education. This proportion gets even lower in upper secondary education with 8% of teachers in that age group.

In Sub-Saharan Africa, the percentage of newly recruited teachers is still low in most countries, especially for primary education, according to the latest available data. In Benin, the percentage of teachers who were newly recruited was 12% at primary level. Out of those newly recruited teachers, only half were trained according to nationally defined standards.

In South Africa the percentage of newly recruited teachers at primary level was 8%, and 91% of them were trained according to national standards.  In Cote d’Ivoire, the percentage of newly recruited teachers for primary education was 13% and 99% of them were trained according to national standards.

More alarming is the low ratio of teacher training graduates to teachers in Sub-Saharan Africa. In Kenya, that ratio was 4.0, in Senegal it was 3.7, while in Tanzania it was 12.2.

What we can deduct from these numbers is that worldwide, young people are not joining the profession at high enough rates.

Capture-EI Figure 13

Attractiveness of the Teaching Profession to Young People   Figure 1 Source: EI, The Global Status of Teachers and the Teaching Profession, 2018 p.27

 

Why so unattractive?

Teachers were once highly respected professionals that often served as inspirational role models for young people. Take Miss Honey, Mathilda’s teacher from Roald Dahl’s eponym book, or John Keating, the fictitious English teacher from Dead Poet Society, or even Professor Dumbledore from the Harry Potter series. All these teachers have inspired respect, gratitude and even love to hordes of readers and viewers.

However, it is much different for teachers these days. Teaching is more often than not described as a hard, thankless profession, exercised in difficult working conditions. It is no longer viewed as a profession of choice. In Tanzania, for instance, the teaching profession is no longer perceived by young people as being a respectful profession but as the last recourse for those who did not perform well in national exams.

In their updated The Future of the Teaching Profession report, Education International highlights the fact that early career teachers sometimes find their initial encounters with a class a daunting experience.

They even list concerns that worried student teachers the most:

  • Discipline and classroom management,
  • Personal and institutional adjustments,
  • Teaching methods and strategies, and
  • Working with special needs students.

A survey conducted in the United Kingdom by the National Union of Teachers in 2017, found that half of the respondent teachers aged under 35 expected to leave the profession within the next five years because of the demanding workload.

So why would a young person decide on pursuing this career when they have so many other choices today?     

 

What can we do?

A first easy step to improving the attractiveness of the teaching profession would be through the development and implementation of holistic national teacher policies. 

The Teacher Task Force, in its Teacher Policy Development Guide, recommends that properly mapped out career paths, good working conditions and appropriate rewards and remuneration need to be considered as measures to motivate and retain teachers in the profession and included in all teacher policies. The United Kingdom is already looking at elevating young teachers’ starting salary as a mean to increase recruitment rates.

Benin has also just launched a 9-month long deployment contract for young teacher trainees, which features a fixed salary and housing allowance directly wired to their bank account as well as health care.

It has also been acknowledged by research that lessening the workload of young teachers can help them cope with the demands of the profession. In Kazakhstan, new teachers work four hours a week less than experienced teachers do. 

As young teachers often cite unpreparedness when arriving in front of a class, we recommend that, beyond initial teacher education, teacher policies include a provision for an induction period, providing young teachers with in-school support in the form of mentors and peer networks.

According to the TALIS 2018 Results, 77% of school leaders who responded to the survey agreed that mentoring is of high importance when it comes to supporting young teachers. In Singapore, more than 50% of novice teachers have an assigned mentor.

So on World Teachers’ Day 2019, we would like to remind the international community that if we do not find solutions to attract young bright minds into the profession, we will fail to bridge the “teacher gap” and fall short of achieving the commitment to quality education set out in the Sustainable Development Goals.

Join our panel discussion

Held annually on October 5 since 1994, World Teachers’ Day commemorates the anniversary of the adoption of the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers. This Recommendation sets benchmarks regarding the rights and responsibilities of teachers and standards for their initial preparation and further education, recruitment, employment, and teaching and learning conditions.

This year, UNESCO is holding panel discussions on Monday, October 7 at its headquarters in Paris, France. The debates will convene student teachers, young teachers, teacher trainers, academics and youth representatives to try and identify solutions to attract and retain young people in the teaching profession.

 

This blog was orignially published on the Global Partnership for Education's Education for All blog on the occasion of World Teachers' Day 2019. The Global Partnership for Education is a member of the Teacher Task Force and sits on its Steering Committee.

#TVETTeachersMatter

juillet 15 th, 2019.

By Maud Seghers, Senior Education Advisor, TVET and Environment, VVOB – education for development

 

WYSD Poster19 - a
What better occasion than World Youth Skills Day to celebrate Technical and Vocational Education and Training (TVET) teachers?

With this year’s theme being “learning to learn for life and work”, focusing on TVET teachers is more relevant than ever as they are tasked with preparing youth with relevant skills for employment, decent jobs, entrepreneurship and active citizenship. TVET teachers also have a special role in achieving targets 4.4. and 4.7. of SDG 4. Just like teachers at other levels of education they deserve initial teacher training and continuous professional development of outstanding quality (TTF, 2018).

 

 

Diverse TVET workforce, diverse professional development needs

The TVET workforce is complex. It includes a range of roles, going from core subject teachers who teach mathematics, science, languages, humanities etc. to students regardless of the technical specialisation of the TVET programme, to technical teachers who teach the theory of technical subjects in many different specialisations, and practical teachers who are responsible for applied training in workshops and labs, using tools, equipment and machines relevant to various occupational domains.

While they may share the common objective of preparing youth for work and life, their functions, pathways into the profession, working conditions and salaries vary significantly. So do their needs for professional development. As diverse as they are, these needs must be addressed because effective interaction between TVET teachers and students lies at the heart of quality technical and vocational education and training. Indeed, an overall improvement in skills for employability and citizenship can only be realised if there is an improvement in the quality, effectiveness and relevance of teaching and, by extension, in the quality, effectiveness and relevance of TVET teacher professional development systems (ILO, 2015).

That is why Teacher Task Force member VVOB – education for development is currently strengthening TVET teacher professional development in the Democratic Republic of the Congo (DRC), Ecuador, Suriname and Uganda. VVOB Technical Brief #4, “Enhancing adolescent wellbeing, learning and opportunities”, showcases our work in each of these countries, plus Cambodia and Rwanda where VVOB focuses on general secondary education.

 

Improving TVET teacher qualifications

Increasing the supply of well-qualified TVET teachers is key to achieving SDG 4. It is encouraging, therefore, that the Ministries of Education of Ecuador, Suriname and, recently, Uganda have favoured the improvement of TVET teacher qualifications as an area of cooperation with VVOB.

TVET EcuadorIn Ecuador, the Ministry of Education not long ago introduced a career ladder that links teacher qualifications to salary grade progression and career progression opportunities (IDB PREAL, 2017; UNESCO IIEP, 2017). Naturally, this increased the demand for teacher professional development, also among TVET teachers, many of whom have (technical) skills qualifications, but no pedagogical degree. The challenge? None of the existing teacher training institutions offered programmes specifically tailored to TVET teachers.

To address that gap in the TVET teacher support system, VVOB partnered with the Universidad Nacional de Educación (UNAE) in 2014, and the Pontificia Universidad Católica del Ecuador (PUCE) and the Universidad Técnica de Manabí (UTM) in 2017 (Vanwildemeersch et al., 2016). The objective was to establish a pedagogical posgrado programme for TVET teachers in line with the accreditation requirements of the Council for Higher Education. The UNAE, in the meantime, has enrolled its first cohort, and as many of them are practicing teachers, we expect to see school-level quality improvements soon.

In Suriname, too, the majority of student teachers enrolled at the national TVET teacher training college Lerarenopleiding Beroepsonderwijs (LOBO) are already in service. The coursework aims to strengthen technical skills in various specialisations as well as develop TVET teachers’ pedagogical and didactic competencies. To equip student teachers with skills that match evolving industry needs, LOBO brings in company experts as part-time teacher trainers for practical courses.

It is proving more difficult, however, to make sure that LOBO graduates apply methods of instruction that also match the needs of the particularly vulnerable student population in lower secondary vocational education and training (lager beroepsonderwijs, LBO). Even qualified TVET teachers would find it difficult to actively engage students in learning and address what they see as adolescents’ ‘problem behaviour’. LOBO had not properly familiarised them with student-centered instructional methods or with tools to create a classroom atmosphere that motivates students and enhances their learning and wellbeing.

VVOB is now supporting LOBO in a curriculum reform process to improve these aspects of Suriname’s TVET teacher qualifications. LOBO’s teacher trainers are collaborating in curriculum design teams coached by VVOB – a way of working that is proving to positively affect both the professional development of LOBO staff as well as the implementation of the curriculum innovation (Voogt et al., 2016).

Increasing the supply of well-qualified TVET teachers requires deep change and quality improvement at the level of teacher training institutions. If the goal is to prepare youth with relevant skills for employment, decent jobs, entrepreneurship and active citizenship, it is crucial to involve TVET teacher trainers as key stakeholders.

 

Relevant continuous professional development

In many ways TVET teachers’ need for continuous professional development (CPD) is no different from that of their colleagues at other levels of the education system. CPD is best when there is an intentional focus on discipline-specific curriculum development and pedagogies; models of effective practice are used; coaches and expert support are available to offer feedback and stimulate reflection; and when teachers are directly involved in designing and trying out new teaching strategies and given ample opportunity to share ideas and collaborate in their learning, preferably in a sustained manner and in job-embedded contexts (Darling-Hammond et al., 2017).

What is more unique about effective CPD for TVET teachers, is the importance of setting up close linkages with local industry and services to make sure that teachers stay aware of the evolving needs of the world of work. VVOB is piloting different ways of doing so in Ecuador and the DRC.

TVET DRCIn the DRC, the focus of VVOB’s work is on strengthening entrepreneurship education in the secondary agricultural technical schools of Bas-Fleuve, Cataractes and Lukaya, three educational provinces in the west of the country. Though there are some large agribusinesses in the area, most of the economy here is informal and agricultural activity is mostly small-scale subsistence farming.

Together with the specialized teams of the Inspecteur Principal Provincial (IPP), VVOB is introducing new modalities for the continuous professional development of the agricultural TVET teachers who give technical, practical and entrepreneurship courses. The purpose is to complement the short trainings traditionally provided by the IPP with CPD that is more practice-oriented and that puts TVET teachers in direct contact with relevant actors in the rural economy. School leaders and teachers at selected pilot schools created a map of the surrounding economy and identified pockets of expertise that can help to improve the delivery of agri-entrepreneurship education.

Admittedly, in the given context it is difficult to establish long-term partnerships with industry. To see quick effects, it is key to opt for low-threshold approaches, such as study visits to nearby agri-businesses and motivational talks or round tables with agri-entrepreneurs or key representatives of farmers’ groups and associations. Even such loose forms of social dialogue are very valuable, as long as the focus remains on specific content relevant to the curriculum and teachers are also given time and space to reflect on new insights together. That is why VVOB also supports schools in the establishment of so-called unités d’action pédagogique for agri-entrepreneurship education – school-based professional learning communities where TVET teachers collaborate to mainstream entrepreneurship education across their courses.

In more mature economies, such as Ecuador, the potential for consultation between TVET and industry is far greater. But here, too, the importance of building trust between the supply and the demand side of skilling cannot be underestimated.

Observations from industry about the depth of skills mismatch can be quite uncomfortable for those working in TVET and they may not be very helpful for TVET teachers working in under-resourced schools with limited support systems.

To build linkages and trust, the Ministry of Education and VVOB are testing a model for structured dialogue and collaboration between clusters of TVET schools that offer the same specialisation – e.g. agriculture, construction, tourism, electrical installations, … -- and industry partners. For now, the roll-out is taking place in Canton Quito and the provinces of Esmeraldas, Manabí and Santo Domingo de los Tsáchilas. The shared goal is to align skills supply and demand, so that the productive sector can rely on a well-trained entry level workforce. Collaboration can revolve around internships for students, updating of teaching materials, and do so. Specifically for TVET teachers, access to discipline-specific technical upskilling provided by industry is an important gain.

VVOB and the Ministry have, for instance, negotiated teacher training from CAPACITUR, a tourism industry centre of expertise, IdealAlambrec Bekaert, a construction company, and Schneider Electric, which provided training to teachers in electrical installations and urban electrification.

The big plus? Industry provides TVET teachers with an opportunity to engage in competency-based learning, the same style of learning that teachers are designing for their students. If it can build on quality initial training, this is the kind of CPD that will prepare the TVET workforce of the future.

 

This blog was written in the framework of World Youth Skills Day (WYSD) 2019’s theme “Learning to learn for life and work”. WYSD highlights the importance of Technical and Vocational Education and Training (TVET) in providing youth with the opportunities to develop their competencies and accelerate their transition to work.

VVOB - education for development is a member of the Teacher Task Force and currently sits on its Steering Committee as a representative of the International NGOs and CSOs constituency.

logo Global Education Meeting 2018 E Flower  SDG4 SquareEducation is the driving force in achieving the 2030 Agenda for Sustainable Development. Education equips people with the competences to secure decent jobs (SDG 8), the skills to take action to combat climate change (SDG 13), and the values to build more inclusive and peaceful societies (SDG 16). It carries the potential to reduce inequalities, on condition that inclusion and equity stand at the heart of all policies (SDG 16).

 

However, as we enter the last decade of the 2030 Agenda for Sustainable Development, data collected and analysed by the UNESCO Institute for Statistics (UIS) and the Global Education Monitoring Report (GEM Report) show a worrying trend. Indeed, the world is not on track to achieve SDG 4.

 

 

According their new report, Meeting Commitments: are countries on track to achieve SDG 4?, if the world continues on the current trends, 220 million children and youth will still be excluded from school in 2030 and one in three young people will not complete secondary education

 

This worrying trend is coupled with the data showing that the proportion of trained teachers has also been falling. In sub-Saharan Africa, only 50% of teachers meet the minimum required training at secondary level, and 64% in primary, because since 2000, the focus has been on solving the teacher shortage and schools have been hiring contract teachers without qualifications to close the quantitative gaps at lower cost.

 

Teachers are at the heart of inclusive and equitable education. This lack of trained teachers results in poor learning outcomes for students and threatens the achievement of inclusive, equitable, quality education for all.

 

In light of these worrisome trends, The International Task Force on Teachers for Education 2030 reiterates its belief that holistic national teacher policies including the widest range of interlocking dimensions affecting teachers and teaching are the most efficient approach to improve teacher quantity and teaching quality.

 

A complementary publication prepared by the GEM Report calls for countries to ensure their education plans match their commitments. Titled Beyond Commitments: how countries implement SDG 4, the report encourages countries to focus their work on six key policy areas in order to achieve SDG 4, two of which recommend clear focus on teacher development. This is emphasised by the SDG-Education 2030 Steering Committee which lists “adequate training and support for teachers” as one of the six areas requiring systematic policy attention.

 

The Teacher Task Force believes that it is every learner’s right to be taught by qualified, motivated and empowered teachers. We also believe that teachers should be working within well-resourced, efficient and effectively governed systems to achieve inclusive and equitable quality education for all. It is our mission to mobilize governments and other stakeholders for the achievement of these goals through the implementation of comprehensive policies backed by sound data as outlined in our 2018-2021 Strategic Plan.

 

For this reason, the Teacher Task Force supports the call made by UNESCO, the SDG-Education 2030 Steering Committee and the global education community at large, on the occasion of the High-Level Political Forum to #CommitToEducation.

 Graph12 call to gov

 

The High-Level Political Forum (HLPF) will take place from 9 to 18 July 2019 at United Nations Headquarters in New York, under the theme “Empowering people and ensuring inclusiveness and equality”. The HLPF is the main United Nations platform on sustainable development and it has a central role in the follow-up and review of the 2030 Agenda for Sustainable Development and the Sustainable Development Goals at the global level.

For more information, visit the HLPF 2019 UNESCO webpage and the SDG-Education 2030 Steering Committee website.

#CommitToEducation campaign is available at the following link.

The focal points of the African countries member of the International Task Force on Teachers for Education 2030 met in Addis Ababa, Ethiopia, on 21-22 March to discuss and agree on the way they could work together to implement the 2018-2021 Strategic Plan and collaborate with the different structures composing the Teacher Task Force.

Three important points where raised during the meeting pertaining to functioning of the regional group and its contribution to the overall work of the Teacher Task Force:
   - How to better communicate,
   - How to mobilise resources in the region, and
   - How to contribute to the work of the TTF’s thematic groups.

 

Reinforcing the communication

During the consultation, emphasis was made on the need for better communication between the region’s focal points.
To improve communication with teacher education stakeholders at country and regional levels, FPs noted that it would be necessary to do a map in f ail organizations working on teacher issues in their respective countries and regions, in order to facilitate direct contact with them and ensure the coordination of their activities with the Teacher Task Force’s work.
The use of digital communication tools was discussed, in particular the use of email and virtual collaborative platforms, to enable the sharing of information between national focal points of each sub regional group.
The focal points present also discussed the need for more regular meetings in order to reflect on work done and progress made in the region. They agreed on the need to organised quarterly meetings with national and regional stakeholders, either on face-to-face basis or virtually.

 

Mobilising resources

When it comes to funding, it was recommended to avoid duplication of work and commitment and the creation of additional layers, but to seek donors already present at country level and identify actors interested in teacher issues.
As far as technical expertise, focal points are encouraged to use the help of UNESCO and its regional office in identifying the expertise required for a particular activity. A mapping of the expertise available in the sub regional groups was also discussed and encouraged.
Political support: focal points are the primary link between local authorities and the Teacher Task Force. To ensure full support of national ministries of education, regular reporting by focal points on TTF events and activities is advised. Focal points can also mobilize support at national level by ensuring linkages between TTF activities and national plans.

 

Contributing to research

The main goals of the Teacher Task Force are to raise awareness and produce knowledge on teacher issues. Four groups with each a particular thematic focus were created to this end. The African Regional group reiterated its interest in collaborating with identified ongoing research projects, by sharing local level research and best practices that could feed into the thematic groups planned activities.
The creation of instruments designed to collect and provide information on the thematic areas was discussed as well as the ways the reporting could be done.

 

Following this first meeting, consultations will be organised in the Arab States on 17-19 June 2019 and in the Latin America and Caribbean region on 17-19 July 2019.

By Line Kuppens, Senior Education Advisor Primary and Secondary Education, VVOB - education for development

 

8-edd19-social-media-pack-1080x1080

By substantially increasing the supply of qualified teachers (Target 4.C), governments and development partners all over the world aim to reach Sustainable Development Goal 4 (SDG4) and ensure that by 2030 all learners have access to inclusive and equitable quality education. But what it means to be a qualified teacher varies per country.
Filling that void, VVOB’s efforts in teacher professional development are geared towards training teachers who (1) ensure that all learners acquire a critical level of competences, (2) create a safe and supportive learning environment for all, (3) use contextually relevant, inclusive instructional and assessment strategies, and (4) actively engage in learning with colleagues.

 

In many countries around the world, disadvantaged and vulnerable learners, who can benefit most from quality education, learn least. The challenges they face in school are manifold – social-emotional problems, bullying, difficulties in performing at grade level or accumulated completion delays. Equitable and inclusive quality education means that learners’ personal and social circumstances do not form barriers to learning. But how to prepare teachers for this responsibility? VVOB – education for development supports teacher professional development in Belgium, Cambodia, DR Congo, Ecuador, Rwanda, South Africa, Suriname, Uganda, Vietnam and Zambia. VVOB works hand in hand with Ministries of Education to strengthen the institutions tasked with teachers’ initial training and continued professional development, and those responsible for the mentoring and coaching of new teachers.

 

Challenging norms and expectations

Learners’ wellbeing is an important indicator of their school performance. Many issues negatively affecting learners’ wellbeing are strongly related to societal roles, norms and expectations. Persisting traditional gender norms in Cambodia, for instance, continue to prioritise sons over daughters in education. And, in Ecuador and Suriname, a high proportion of adolescent girls are suspended from school because of adolescent pregnancies.

 

As role models, teachers have an impact on group norms and self-expectations that can make or break opportunities for their learners. VVOB raises awareness among teachers of the detrimental effects of biases and discrimination, and provides tools to create safe and supportive learning environments that consider learners’ wellbeing, help to keep them in school and ensure that they – and their peers – are effectively learning. In Cambodia, VVOB has developed an action guide and self-assessment tool to support teachers to teach in an equitable and gender-responsive manner. In Ecuador, teachers receive training to apply a protocol helping pregnant and parenting teens to stay in school; while teachers in Suriname experiment with the Flag System – an evidence-based tool developed by the Flemish member of the International Planned Parenthood Federation – to respond to unacceptable sexual behavior in a pedagogically responsible way.

 

Focus on classroom strategies

In South Africa, there is a significant learning gap between the poorest 60 per cent of learners and the wealthiest 20 per cent that widens throughout their school career. The country adopted a promising policy to screen, identify, assess, and support learners facing systemic, extrinsic or intrinsic barriers to learning. Yet, many teachers don’t know how to translate the policy into practice. Applying a two-track approach, VVOB supports South African primary school teachers to overcome the challenges disadvantaged pupils face by providing differentiated education. In pre-service training, we work together with leading teacher training institutes to embed inclusive teaching practices in education methodology modules. Once in service, we support newly qualified teachers to put what they have learnt into practice through in-school mentoring. To deepen learning, we have also set up Professional Learning Communities (PLC). In Free State, teachers discuss how to support learners speaking African languages at home to overcome mother tongue influence in the country’s English-dominated school environment. By actively engaging in learning with peers, teachers collaboratively gain the necessary reflective, social, and emotional skills to effectively teach for all.

 

Since teachers are unlikely to change their practices in an antagonistic school environment, VVOB is also committed to the professional development of school leaders to help them create an environment in which teachers provide equitable and inclusive quality education. In Rwanda, for instance, VVOB offers school leaders the opportunity to enroll in the diploma course on Effective School Leadership. Among other things, they learn how to create equitable and inclusive school environments, as well as how to lead school-based professional development for teachers. Together with the University of Rwanda College of Education and Rwanda Education Board, VVOB also offers a certificate course on coaching and mentoring to local education officers so the latter can support school leaders in turn.

 

The vision of a more equitable education system requires teachers equipped with the competences needed to meet the diverse needs of all learners; VVOB and its partners are happy to share further ideas and inspiration at the European Development Days to continue the journey to provide quality education for all learners.

 

This blog was written by an invited expert in the framework of the Teacher Task Force’s participation in the European Development Days.

Dr Line Kuppens provides support to VVOB interventions on teacher development for equitable and inclusive education in in two continents. She conducts research on teachers’ values for multicultural education. VVOB - education for development is a member of the Teacher Task Force and currently sits on its Steering Committee as a representative of the International NGOs and CSOs constituency. 

By Robert White, Professor, Le Moyne College and University of Aberdeen

 

8-edd19-social-media-pack-1080x1080Achieving inclusive and equitable education is the first step in developing a culture of peace and prosperity and a world that leaves no one behind. However, what is inclusive and equitable education and how do we achieve social justice through transformative education? 

 

 

 

 Defining inclusive and equitable education

Education is a human right, as indicated in the Universal Declaration of Human Rights. For education to be truly inclusive, all learners must be welcomed into the learning environment and become a valued member of the learning community within all educational settings. They must be integrated into the learning community through culturally responsive and culturally competent processes that ensure that all voices are heard and valued.

Equitable education goes beyond providing the same education to all learners. It means providing education that meets their specific needs and ensures all leaners excel and contribute to the well being of the community. Moving beyond inclusive education to inclusive and equitable education means meeting the needs of all learners, and using a strength-based assessment of skills, competencies, knowledge and needs to support individuals to achieve healthy, prosperous and peaceful lives.

 

 How to train teachers and school leaders?

School leaders and teachers are the foundation of inclusive and equitable education. Teaching skills and content knowledge are extremely important in the development of inclusive and equitable education, however without the dispositions that support inclusive and equitable education it is highly unlikely that social justice will be achieved within schools/learning communities. What we call dispositions are the attitudes, beliefs and values held by individuals. In short, no matter how skilled and knowledgeable a teacher or school administrator is, if they are a racist, sexist or a bigot it is highly unlikely they will develop an inclusive and equitable learning environment that promotes social justice and the development of peace and prosperity. Through research, six key dispositions that underpin inclusive and equitable education that should be cultivated and nurtured in teacher education programmes were identified. 

The six dispositions are:

- Psychosociocultural consciousness: Knowledgeable about how sociocultural structures impact individual experiences, opportunities and characteristics.
- High expectations: Respect students of all backgrounds and believe that all students can excel and thrive.
- Desire to improve lives: See themselves as competent agents of improvement and equity.
- Social Constructivist approach: Understand that knowledge is situated and constructed through experiences, interactions, interpretations and reflection.
- Holistic Knowledge of every student: Know the lived experiences, background and family of every student; know where they are, next steps and best way to support their holistic learning and development.
- Culturally Competent: Develop teaching practices that are rooted in the Universal Designed Learning (UDL) opportunities based on students’ Zone of Actual Development, understand each child’s Zone of Proximal Development and level of Typical Intellectual Engagement.

 

University based teacher education and training programmes should ensure that teaching students and future school administrators possess these dispositions before obtaining their degrees/licenses. These programmes (for pre-service and in-service teachers and school administrators) must be transformative and focus on cultivating and nurturing the skills, competencies and dispositions required for inclusive and equitable education.

Teachers who possess these six dispositions, will be better place to implement inclusive and equitable education and lay the foundations for the future we want: a world that values all members of our communities and strives for peace and prosperity for all.

 

This blog was written by an invited expert in the framework of the Teacher Task Force’s participation in the European Development Days.

Robert White is a Professor with 25 years of experience as an educator. His work focuses on teacher education, school reform and culturally competent educational services to achieve inclusive and equitable education. He is the coordinator of the Teacher Task Force's Thematic Group on Inclusion and equity in teacher policies and practices. 

8-edd19-social-media-pack-1080x1080The International Task Force on Teachers for Education 2030 will once again be taking part in the European Development Days (EDD) by organising a Lab Debate that will be taking place on 19 June 2019.

This year, the EDD are being held under the theme “Addressing inequalities: building a world which leaves no one behind”. The Teacher Task Force is seizing to opportunity to ensure that teacher development stays at the forefront of debates and consideration when it comes to discussion regarding equitable and inclusive learning environments.

 

Indeed, addressing inequalities and building a world that leaves no one behind begins on the benches of school. However, as the diversity of learners increases, and inequity rises, teachers face questions about their own values, role and collective responsibility in contributing to equitable futures.

The session titled “Creating equitable and inclusive schools: How to prepare teachers for the future we want?” will put the role and preparation of teachers at the centre of discussions when it comes to inclusive and equitable education. How do we ensure teachers do not perpetuate inequalities and exclusion within learning environments? What values, ethics and dispositions should teacher possess? How can teacher education and professional development build capacities necessary for inclusive and equitable education? What kind of support should be in place for teachers?

The audience will be encouraged to debate teachers’ professional ethics, values and attitudes, teachers’ competencies for creating safe and supportive schools for all as well as the importance of building a diverse teaching workforce.
This session will focus on the implications of teacher development, teacher policies and classroom practices underpinning inclusive and equitable education.

Moderated by the Teacher Task Force, the panel of speakers will include Dr Dennis Sinyolo, Senior Coordinator Education and Employment Unit at Education International, Dr Line Kuppens, Senior Education Advisor Primary and Secondary Education at VVOB – education for development, Dr Robert White, Reader at the University of Aberdeen, and Ms Akosua Peprah, Founder of the Mmaakunim Foundation.

For more information regarding the session, please visit the EDD 2019 dedicated website or contact the Teacher Task Force Secretariat Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser. .

Rule-of-Law-articleTeachers are vital to developing students’ knowledge, attitude and skills to constructively and responsibly engage in society, uphold the principle of justice and help build effective, accountable and inclusive institutions.

UNESCO and the United Nations Office of Drugs and Crime (UNODC) have partnered on a joint project titled "UNESCO/UNODC Initiative on Global Citizenship Education: Doing the Right Thing" aiming to improve the capacities of policymakers, educators, teacher trainers and curriculum developers to design and implement educational interventions addressing today’s challenges to peace, justice and the rule of law.

UNESCO and UNODC’s recent publication, Strengthening the rule of law through education: A guide for policymakers, offers concrete examples of how schools and teachers can increase trust and serve as models of just societies. For instance, when teachers establish fair classroom rules and enforce them uniformly, children and youth experience first-hand equal treatment, transparency and accountability, which are key elements of the rule of law. In addition, when teachers empower students to co-create classroom rules, young people recognize that they have an active role in shaping governance.

In contexts when ethical norms and values taught and modelled in schools are not prevalent outside of schools, it important that education programmes inspire learners’ motivation, and confidence to improve their situation. For example, teachers can facilitate the dialogue and exposure of young people with former actors of violence who recount their stories of transformation to develop positive role models.

In addition to this guide, UNESCO and UNODC are currently developing primary and secondary level teacher toolkits that include activities, lessons and resources to strengthen the rule of law, available October 2019. For more information, visit the project site at Global Citizenship Education for the Rule of Law: Doing the Right Thing.

Worplan-2019-coverTo guide its work during 2019, the International Task Force on Teachers for Education 2030 has adopted a comprehensive work plan.
Based on the Strategic Plan 2018-2021, the 2019 work plan establishes specific activities to be undertaken by the Teacher Task Force in order to achieve its goals: improving teacher quantity and quality.
2019 is the second year of the Strategic Plan. The main objective will be to continue strengthening the Teacher Task Force as a platform for exchange of knowledge and best practices, and as a dynamic network where members and partners are mobilized for dialogue and advocacy for teacher issues, in national, regional and global settings.
The Teacher Task Force will pay a balanced attention to the three main lines of actions laid out in the Strategic Plan, while focusing on priority activities likely to sustain evidence-based teacher policies and strategies.

 

 

MLA 1 – Advocacy

The Teacher Task Force will continue raising awareness on teacher issues by contributing to global and regional events. The aim is to ensure that discussion around the critical role of teachers remains high on the education agenda, and to advocate for adequate policies and increased financing of teaching.
This work will take various forms such as technical input to global fora of discussions, dissemination of material highlighting the importance of teachers for the achievement of the Sustainable Development Goal 4 on education or organisation side events and debates during larger education focused conference or events.

 

MLA 2 – Knowledge creation and sharing

The Teacher Task Force will pursue its goal of bridging the knowledge gaps when it comes to teacher and teaching issues. This will include the undertaking of a mapping of the knowledge gaps on different dimensions of Teacher policy and practice, as well as research work on the state of teacher motivation, one the component of the teacher target in SDG4.
To facilitate the implementation and monitoring of SDG4, the Teacher Task Force will be involved in the development of a taxonomy of teacher training, along with UNESCO, UIS and GPE. This project will focus on documenting the nature of the training and the qualifications requirements countries apply in their national systems in order to improve the global comparability of data.
As it does every year, the Teacher Task Force will offer the platform of its Policy Dialogue Forum to policy-makers, researchers, academics to come share their best practices and learn from each other’s research and experiences.

 

MLA 3 – Country support

The Teacher Task Force will continue providing support for the start and continuing development of national teacher policies to its member states, but will focus on a limited number of interventions. Priority will be given to countries with which the Teacher Task Force has already been collaborating, using the full competency of the membership.

 

Governance

The 2019 activities will support the operationalisation of the regional and thematic groups established by the Strategic Plan 2018-2021. The aim will be to reinforce communication among the focal points, and to raise their awareness regarding regional SDG4 and education structures they should engage with, with institutionalised reporting and follow-up mechanisms.
The foreseen activities will also serve to establish the thematic groups as technical expert groups in their domain by having them contribute technical inputs to wider events and/or undertake research projects.

 

You can download the 2019 work plan of the Teacher Force in English or French here for more information.

What has the Teacher Task Force done in 2018?

avril 03 rd, 2019.

Annual-report-2018-coverThe International Task Force on Teachers for 2030 has just published its 2018 annual report. 2018 was the first year of the implementation of the International Task Force on Teachers for Education 2030’s new 2018-2021 Strategic Plan.
Adopted during 2017 annual meeting, the 2018-2021 Strategic Plan reaffirms the Teacher Task Force dedication to ensuring that every learner is taught by a qualified and trained teacher, and that teaching is considered a valued profession.
The main goal of the Teacher Task Force over the next four years is to bridge the teacher gap by working to improve teacher quantity and quality. The Strategic Plan also sets out the objectives and main lines of actions (MLA) for the partnership to achieve this goal.
Three main lines of actions were identified: Advocacy, Knowledge creation and sharing, and Support to countries. This report gives a detailed overview of the activities and results linked to this framework.

 

MLA 1: Advocacy

The Teacher Task Force has been very active in ensuring teacher issues are put at the forefront of education talks.
In June 2018, the Teacher Task Force organised a Lab Debate during the European Development Days on “Female teachers and gender equality in gender education” that looked at the ways we can support women to enter and remain in the teaching profession. A very pressing issues given that 132 million girls are out of school and they are 1.5 times more likely than boys to be excluded from primary school.
In October 2018, the Teacher Task Force contributed to raising awareness on the fact that having a qualified teacher in front of every student is a staple of the right to education. Together with UNESCO, the TTF penned a blog entry on the Global Partnership for Education’s website. This blog ended being featured in GPE’s top 10 blogs of 2018.
We also created a series of partnerships with international entities, resulting in the MasterCard Foundation officially joining the membership, NORRAG coordinating a subtheme during the last Policy Dialogue Forum (PDF) and the Teacher Task Force joining the Advisory Group of the Education Commission’s Education Workforce Initiative.

 

MLA2: Knowledge creation and sharing

In 2018, the Teacher Task Force has continued its collaboration with the World Bank and published six country reports using the Systems Approach for Better Education Results tool (SABER-Teachers). The reports published cover Singapore, Norway, Croatia, Slovenia, Namibia and Mexico.
Held annually, the Policy Dialogue Forum (PDF) is the Teacher Task Force’s biggest knowledge-sharing platform. The 2018 edition was held under the theme “Strengthening Teacher Education: A prerequisite for quality teaching, training and learning” and looked at teachers’ competencies and skills beyond basic education.
The 2018 PDF was marked by the first ministerial panel organized at a PDF. Two Ministers of Education (Estonia and Lao PDR) joined the host Minister and a representative of the Minister of Education of Togo, to present the reforms they are implementing in their countries to strengthen teacher education and training.

 

MLA 3: country support

In 2018, two countries, supported by the Teacher Task Force concluded their work on teacher policy development with the adoption of a national teacher policy.
Togo completed the elaboration of the teacher policy in collaboration with the Secretariat of the Teacher Task Force and the UNESCO Regional Bureau of Abuja. The Government has adopted a new legislation on the statute of teachers inspired by provisions in the Teacher Policy Development Guide. To the nine dimensions laid out in Guide, Togo has added a 10th one on “Social dialogue” as an enabling factor for the successful implementation of the policy. Printed copies of the policy were distributed to some participants at the PDF in Jamaica, and other countries of the region invited the Togolese national team for experience sharing.
After two years of support, Madagascar finalized its teacher policy officially endorsed by the Ministry of Education in March 2018 during a validation ceremony organized by the Teacher Task Force in collaboration with the UNESCO Regional Bureau of Nairobi. Local Education Group members and Teacher Task Force members contributed to the review of the draft policy, which is now part of the broader framework of the sectoral plan for education 2018-2022 financed by the GPE.

 

You can read our 2018 annual report in English or French here.

Following the recommendations of the its Annual Meeting, held in November 2018 in Montego Bay, Jamaica, the International Task Force on Teachers for Education 2030 is convening the first meeting of the African regional focal points.

Hosted by the UNESCO Institute for Capacity Building in Africa (IICBA) in Addis Ababa (Ethiopia), on 21-22 March 2019, the meeting seeks to reinforce the Teacher Task Force members and focal points’ engagement in the implementation of the Task Force 2018-2021 Strategic Plan through the consolidation of the Regional Group.

This meeting will be the occasion to reinforce synergies within the regional group and promote a stronger collaboration and cooperation with the African Union, especially regarding the alignment of the Teacher Task Force 2018-2021 Strategic Plan and the Continental Education Strategy for Africa (CESA), which Strategic Objective 1 is on Teacher Development.

It will also provide the focal points with a chance to learn more about the vision and objectives of the continental umbrella framework and the existing political, institutional and technical mechanisms to tap into for a coherent implementation of the Teacher Task Force 2018-2021 Strategic Plan in Africa.

MLW19-flyerThe International Task Force on Teachers for Education 2030 (Teacher Task Force) is organizing a Strategy Lab during the upcoming Mobile Learning Week 2019. This year, the theme of the event “Artificial Intelligence for Sustainable Development” will look at the opportunities and threats linked to the use of AI in education.

Technology offers enormous opportunities to expand the scope of knowledge and the reach of education and to support various styles of learning. With the development of AI, teachers’ education and roles have to evolve to allow teachers to adapt to new learning environments and empower them to harness these innovations and use them in their day-to-day work.

 The Teacher Task Force is mobilizing its members, particularly those belonging to its thematic group on ICT and distance education for teacher development, to share innovative pedagogical approaches in teacher management and professional development methods designed to include the use of AI during a Strategy Lab taking place Friday 8 March from 9 to 11 am (Paris time).

The Strategy Lab will feature examples of projects currently using AI, as well the practical role AI can play in addressing the challenges faced by teachers, with o focus on education in emergencies settings. Can AI be an effective support tool for teacher? What are the main concerns with this? Will the use of AI help bridge the digital divide in terms of teaching or will it widen it?

We will also discuss the ethical and moral considerations of using AI to support teachers. Can AI be used to support teacher education and training? Should it be? Should we be concerned that AI could replace the teachers themselves? This discussion will also focus on the potential social impact of AI in education as well as the biases (racial, gender and cultural) that could be involved in implementing AI systems in education settings.

Our presenters will also broach the more practical side of AI use to support teachers. What technological means are available to quantify the feasibility of introducing AI in supporting teachers and teacher development especially in refugee settings? What type of costs and investments are needed and/or available?

Finally, this Strategy Lab will serve as a springboard to discuss the policy guidelines needed to encourage appropriate use and discourage inappropriate use of AI to support the challenges faced by teachers and teacher development in the 21st Century.

This year we will be joined by Professor Hamdy Abdelaziz, Program Chair at the School of e-Education from the Hamdan Bin Mohammed Smart University, Dubai, UAE; Dr George Saltsman, Director of Educational Innovation in the Office of the President, Lamar University, USA; Dr Nicky Mohan, Managing Partner of the InfoSavvy Group and Director and co-founder of SpringBoard21; and Bijay Dhungana, Vice-President of the International Centre of Excellence for Innovative Learning (ICEFIL).

Held annually in Paris since 2011, Mobile Learning Week is UNESCO’s flagship conference on ICT in education. It convenes education and technology experts from around the world as well as provides the educational community, governments and other stakeholders a unique opportunity to discuss the role of ICT and new technologies in education and the achievement of Sustainable Education Goal 4.

You can find more information about Mobile Learning Week 2019 on UNESCO’s website: https://en.unesco.org/mlw

Postcards Final-Declaration-no-logoAt its annual meeting in Montego Bay, Jamaica, from 5-9 November, the International Task Force on Teachers for Education 2030 adopted a declaration focused on ensuring that teacher issues stay at the centre of the global education agenda.

 

 

Through this declaration, the Teacher Task Force reinforces its vision that at the heart of the right to education is a highly-valued, qualified, and well-trained teaching profession. It therefore recommends that:

- International partners should intensify efforts to develop robust definitions and classifications of qualified and trained teachers and strengthen cooperation and reporting mechanisms to ensure full monitoring of Sustainable Development Goal target 4c.

- Governments should ensure adequate financing for all public goods, including the teacher workforce, and this should be achieved primarily through domestic resource mobilization based on socially just fiscal policies, rigorous measures against corruption and illegal financial flows, efficient and effective teacher policies and deployment practices, developed with the full involvement of teachers and their organisations, and continued focus on external resource mobilization to complement domestic resources for countries.

 

Moreover, the dual focus of the Education 2030 agenda on equity and learning puts teachers at the heart of policy responses that should foster equal participation and learning globally. Teachers can be an impactful equalizing force to overcome unequal life chances from birth. The massive recruitment of new teachers, particularly in least develop countries, with little or no training is a real cause for concern.

The Teacher Task Force also expressed its concern over the fact that teacher education has not kept pace with preparing new teachers to face the rapid changes in globalization, migration, demographic change, and technological advances that will mark the future of education.

Furthermore, teacher education in this increasing complex world must be forward-looking and prepare teachers who are continuous learners themselves. It must enable teachers to think about the kind of education that is meaningful and relevant to young people’s needs in the different 21st century’s learning environment.

The Teacher Task Force acknowledges the ever-growing importance of Information and Communication Technologies in education. However, technology should be treated as a supportive tool for teachers and not a replacement. Teacher education should therefore empower teachers to use technologies to support learning within a holistic and human-centred educational framework.

The Teacher Task Force also called attention to the fact that teacher education needs to be seen as career-long education and special attention should be paid to the nature of teachers’ professional development, competency frameworks, curriculum development and professional learning communities/communities of practice. As teaching is a knowledge-based profession, teachers and trainers should be supported to continually update their knowledge base.

 

Through this declaration, the Teacher Task Force advocates for a teacher education that allows teachers to prepare learners to manage change and to be able to shape a just and equitable future, leaving no one behind.

You can download the full declaration in English, French, Spanish or Arabic here.

What makes a qualified teacher?

octobre 05 th, 2018.

TTF article-WTD18“The right to education means the right to a qualified teacher”. This can seem like a simple enough statement, until one looks closely at what being a “qualified teacher” means.
One of the ways to define a qualified teacher is as a teacher “who has at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country.”

 

The above definition is about the type of qualification required for someone to become a teacher. In some countries, the minimum requirement is a Master’s Degree; in other countries, a high school diploma is sufficient. This is one of the indicators behind SDG 4.c.
However, whether a teacher has a high school diploma or a Master’s Degree, neither is sufficient for ensuring good teaching. This is because the most important training for becoming a teacher is pedagogical training.

 

Another indicator for measuring progress on SDG 4.c calls for trained teachers. A trained teacher is one who “has completed the minimum organized teacher training requirements (whether during pre-service training or in-service).” Most teacher training programmes encompass some form of study in educational theory, teaching methods, child development, assessment, in addition to focused study in languages, maths, sciences, and so on.
But there is a lot of variability in how countries organize pedagogical training. Teacher training programmes can range from 12 months to 4 years. They can include a practical component (e.g., field experience) either concurrently during course work or after all course work is completed. Practical experiences can range from a few weeks to several months. Some student teachers may benefit from supervised practice during their field experiences, while others are only allowed to observe a classroom teacher. Often, these variations exist within the same country.

These variations in how teachers are trained greatly affect teacher quality in the classroom. To support countries to enhance the provision of teacher education, UNESCO and the International Task Force on Teachers for Education 2030 are collaborating with Education International and the ILO to develop an international guiding framework for professional teaching standards.

A common framework will support the key education stakeholders to assure the quality of teacher education through standards of practice that describe the required competencies, knowledge, and skills at different stages of a teacher’s career. A framework of teaching standards can help to safeguard joint regulation of the profession by spelling out the governance and accountability mechanisms for assuring the provision of quality teacher education and quality teaching. The framework is intended to be aspirational in nature. Its purpose is to support teachers, teacher educators, teachers’ organizations and governments to agree on and implement a common understanding of teaching and teacher quality.

 

So what does it really mean to be a qualified teacher? It means having both an academic qualification and the proper training in pedagogy. It means recognizing teaching as a full profession that requires specialized training. It means having sufficient opportunities to practice teaching under the supervision of a qualified mentor during pre-service training and having access to professional development opportunities that target specific skill needs during in-service employment.

It means urging governments to take teacher education seriously so that it is fully financed for the benefit of students’ learning outcomes.

TTF article-WTD18With the adoption of the Sustainable Development Goals, including Goal 4 on quality and inclusive education, and the dedicated target (SDG 4.c) on teachers, the education community recognized teachers as key to the achievement of the Education 2030 agenda.
As we celebrate World Teachers’ Day this year, we take this occasion to remind the global community that “The right to education means the right to a qualified teacher.” This theme was chosen to mark the 70th anniversary of the Universal Declaration of Human Rights (1948), which recognized education as a key fundamental right. A right that cannot be fulfilled without qualified teachers.

 

The right to a qualified teacher
A qualified teacher is commonly defined as a teacher “who has at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country.” Qualified teachers are fundamental to the right to education. However, this definition does not include the notion of trained teachers, defined as “teachers who have received at least the minimum organized pedagogical teacher training pre-service and in-service required for teaching at the relevant level in a given country”. This results in teachers sometimes having the academic qualification required to teach, but not the pedagogical training, or vice versa. Some teachers even lack both academic qualifications and pedagogical training. In many low-income countries, there is a shortage of both trained and qualified teachers.

There is also a lack of data regarding the minimum requirements for pedagogical training among countries, and the existing differences are not well documented. Countries differ in regards to programme duration and curriculum content, extent of and quality of field experience (i.e., practice teaching), and availability and duration of induction and mentoring. For example, teacher education programmes can last from one to four years, may or may not include a period of supervised teaching practice, and may or may not require an academic qualification. Such qualitative differences in the training and qualifications of teachers affect instructional quality in the classroom and ultimately students’ learning achievement.

 

The impact of teacher shortage
One of the main challenges to this right worldwide is the continued shortage of teachers. There are an estimated 263 million children and youth still out of school globally, and according to the UNESCO Institute of Statistics, the world needs to recruit almost 69 million new teachers to reach the 2030 education goal of universal primary and secondary education. This ‘teacher gap’ is more pronounced among vulnerable populations – girls, children with disabilities, refugee and migrant children, and poor children living in rural or remote areas.

Teacher shortages are hampering efforts in many low-income countries to achieving quality, equitable, and inclusive education. To fill the teacher gap, countries resort to hiring teachers on temporary contracts who do not meet the training and qualifications requirements nor have proper professional status thereby increasing, rather than decreasing, the equity gap.

The equity gap is most pronounced in emergency and conflict-situations, where qualified teachers are in short supply. According to UNICEF, more than one-third of out-of-school children and youth globally live in conflict-affected areas -- 55% of whom are girls. In emergency contexts, providing migrant and refugee children with education is key to helping them cope with the new situation. But often, humanitarian agencies must recruit teachers with no preparation for responding to the complex needs of vulnerable children who have been forced to flee their homes because of armed conflict, violence or natural disaster.

 

A global event
This year, World Teachers’ Day celebration will spotlight teachers’ experiences in crisis and emergency contexts.

A global event will be taking place at UNESCO’s Headquarter in Paris on 5 October. The morning panel will showcase the policy issues and practical challenges of securing the right to education for children and youth living in difficult contexts. It will feature a presentation by the Ambassador of the United Kingdom of Great-Britain and Northern Ireland to UNESCO who will speak about the new DFID education policy that puts a focus on addressing the teacher shortage, especially among vulnerable populations in developing and conflict affected countries. Experts from the Global Education Monitoring Report will present a few teasers from the upcoming Report on migration. Finally, the panel will showcase the work of a French NGO, “Groupement d’Educateurs sans Frontières”, who train retired teachers to work with migrant and refugee children.

In the afternoon, the Director-General’s opening address will be broadcasted live in Geneva to commemorate the 50th anniversary of the Joint Committee of Experts on the Applications of the Recommendations concerning the status of teachers (CEART), which will meet in Geneva, Switzerland from 1-5 October. The award Ceremony of the UNESCO-Hamdan bin Rashid Al-Maktoum Prize for Outstanding Practice and Performance in Enhancing the Effectiveness of Teachers will take place after the formal opening ceremony.

Awarded every two years, the Prize is generously supported by His Highness Sheikh Hamdan Bin Rashid Al Maktoum through the Hamdan Bin Rashid Al Maktoum Foundation for Distinguished Academic Performance. It amounts to US $300,000, which is equally divided between three winners whose projects aim at improving the performance and effectiveness of teachers in various regions of the world.
This year, the prize will be given to three programmes designed to improve teachers’ training and empower them: The Center for Mathematic Modeling of the University of Chile, the Diklat Berjenjang project (Indonesia) and the Fast-track Transformational Teacher Training Programme (United Kingdom of Great Britain and Northern Ireland).

The Ceremony will take place in presence of UNESCO’s Director-General, Ms Audrey Azoulay, and His Highness Sheikh Hamdan Bin Rashid Al-Maktoum.


Held annually on 5 October since 1994, World Teachers’ Day commemorates the anniversary of the adoption of the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers. This Recommendation sets benchmarks regarding the rights and responsibilities of teachers and standards for their initial preparation and further education, recruitment, employment, and teaching and learning conditions.
World Teachers’ Day is co-convened in partnership with UNICEF, UNDP, the International Labour Organization, and Education International.

World Teachers' Day 2018 webpage

EDD18-Mediapack-Social-Media-women-Gender-Equality-in-education-2000x1124The International Teachers Task Force on Education 2030 will host a Lab Debate at this year’s European Development Days. Titled “Female Teachers and Gender Equality in Education”, our debate will look into how we can support women to enter and remain in the teaching profession, as well as gender-responsive teaching methodologies for trainee teachers. This is in line with this year’s EDD theme “Women and Girls at the Forefront of Sustainable Development: protect, empower, invest.”

 

Although Sustainable Development Goal 4 and the Education 2030 Framework for Action provide clear guidelines to achieving universal and gender-sensitive education, girls still face more barriers in accessing education, and gender stereotypes are often reinforced in their educational experiences. Girls are still 1.5 times more likely than boys to be excluded from primary school, and half of out-of-school primary-aged girls are unlikely to ever enter school. Wealth disparities and the rural-urban divide further exacerbate barriers and vulnerabilities faced by girls, which increase as they get older.

Research suggests that female teachers have an important role in addressing access and quality issues in girls’ educational experiences – especially in places where women are discriminated against and under-represented in political, employment, and leadership positions.

 

This debate will explore policy, funding and civil society best practices in empowering women to enter and remain in the teaching profession and their role in providing a gender-responsive education to all children.

Our speakers include H.E. Paul Mavima, Minister of Primary and Secondary Education in Zimbabwe; H.E. Marie Odile Attanasso, Minister of Higher Education and Scientific Research in Benin; Mrs Teopista Birungi Mayanja, Regional Coordinator for the Africa Network Campaign for Education for All (ANCEFA); and Mrs. Conceição da Glòria Sozinho, Director of ADPP Teacher Training College in Chimoio, Mozambique. They will share their experiences and lessons learned towards achieving gender parity in the teaching profession and gender-responsive teacher training.

 

The Debate will be held at in Room D1 on Wednesday 6 June at 09:00 am. For more information please go to https://eudevdays.eu/.

Achieving Education 2030 targets and commitments requires efficient and accurate systems to measure progress. International learning assessments are important contributions to the collection of cross-national data that can assess progress towards these targets.UNESCO partnered with the International Association for the Evaluation of Educational Achievement (IEA) on a joint report to exemplify ways in which data from a cross-national learning assessment can help monitor progress towards Sustainable Development Goal 4 (SDG 4).

 

Measuring progress
Progress in International Reading Literacy (PIRLS) is an international assessment of reading comprehension at fourth grade level that has reported trends in student achievement every five years since 2001.
Using the data from the fifty countries who took part in the 2016 PIRLS, the report provides internationally comparative data and analysis on SDG 4 targets 4.1 on primary education, 4.2 on early childhood development, 4.4 on skills for work, 4.5 on gender equality and inclusion, 4.a on effective learning environments, and 4.c on teachers.

 

What did we learn?
The PIRLS data revealed that students have access to well-qualified reading teachers. In most countries and dependent territories, reading teachers held at least a Bachelor or equivalent degree. But there is variability both within and across countries and dependent territories. In some countries, large numbers of grade 4 students are taught by reading teachers reporting only an upper secondary education certificate as their highest level of formal education completed. Teachers’ levels of formal qualifications have implications for the quality of education provision. To improve teacher quality, countries can support teachers to upgrade their qualifications through needs-based professional development.

We also learned that formal teacher education does not adequately address specialized skills required to ensure reading achievement for all children. While nearly two-thirds of grade 4 students are taught by reading teachers who report having studied reading pedagogy or teaching methods specific to reading instruction, only 18% and 23%, respectively, of grade 4 students were taught by reading teachers who reported having studied second language learning and remedial reading instruction. This means that teachers may not be appropriately prepared to ensure inclusive and equitable quality learning for all. In countries where the classroom language is different from the home language, teachers with specialized training can help close reading achievement gaps.

 

PIRLS is a useful instrument for monitoring progress on SDG 4 targets and can be used to gain an in-depth understanding of the effects of policies and practices. By monitoring teachers qualifications and pedagogical needs, countries can make evidence-informed decisions, such as reforms to improve initial teacher education and how best to allocate resources for teachers’ professional development based on needs.

The joint UNESCO-IEA booklet can be accessed here and the full PIRLS 2016 results can be accessed here.

Following the adoption of the Education 2030 agenda, putting teachers at the centre of the right to quality education, the Government of Togo set out to develop a comprehensive national teacher policy. The International Task Force on Teachers for Education 2030 is called upon to support countries requesting technical assistance on teachers and teaching. It is in this context that the Teacher Task Force responded to Togo’s demand for technical assistance in developing their national teacher policy, through the use of the Teacher Policy Development Guide.

Why was a policy needed?

According to the UNESCO Institute for Statistics, the population of primary school age children was 1 180 321 in 2015 but the number of teachers in primary education was only 33 9000. Out of this number, only 32.6% of primary education teachers were qualified according to national standards and the pupil-teacher ratio was 41 to 1 for this level. Togo had resorted to the use of “contract teachers” in the 90’s and is now aiming to endow its educational system with a stronger teaching force.

Development process

In order to facilitate the implementation and achievement of equitable access to a quality education, Togo developed a national teacher policy encompassing all levels of and facets of the teaching profession. This policy was developed concurrently with the revision of Togo’s Education Sector plan with the objective of integrating it into the revised sector plan.

Togo’s national teacher policy aims to propose measures to improve teachers’ working conditions and motivation.

A national multisectorial technical team was put in place involving the different education stakeholders in the country: ministries representatives, parents’ associations’ representatives as well as teacher unions’ representatives and representatives from the education sector. The technical team was placed under the overall authority of a ministerial committee. Their task was to develop the national teacher policy following the approach proposed by the Task Force’ Teacher Policy Development Guide.

Togo’s national teacher policy was built around three main lines: teachers’ efficiency, motivation and professionalization. Each main line covers a set of the dimensions described in the Teacher Policy development Guide. During its development, the national technical team decided to add a tenth dimension on the participation of teachers to social dialogue.

The concept of efficiency as defined in Togo’s teacher policy is linked to teachers’ competencies and performance. More particularly, it deals with professional standards, qualification frameworks as well as recruitment, deployment and retention strategies.

Regarding motivation, the focus is on defining structured career pathways, improving teachers’ working conditions, defining remuneration standards in line with the remuneration of professions of equal qualifications and responsibilities in the country, and increasing school governance role in monitoring and following up teachers’ good performance.

In terms of professionalization, the policy looks at teachers’ accountability through performance: self-evaluation,peer evaluation and evaluation of learning outcomes It also elaborates proposals to improve teachers’ representation and participation in social dialogue.

What’s next?

National authorities will review the policy document produced by the technical team for formal adoption. The most important phase will be the implementation of the national teacher policy. Continuous engagement with stakeholders, adequate mobilization of financial resources, the creation of the implementation and monitoring structures and reliance on accurate and reliable qualitative and qualitative data on teachers will help Togo in its efforts to achieve national educational goals and the SDG 4 Teacher target. The Teacher Task Force will remain a key partner in this process.

The International Task Force on Teachers for Education 2030 (TTF), as stated in its mission and as one of the specific objectives of its 2018-2021 Strategic Plan, is called upon to support countries requesting technical assistance on teachers and teaching. It is in this context that the TTF supported Madagascar in developing its national teacher policy through the use of the Teacher Policy Development Guide. The policy was validated in March 2018.

Identifying the needs

Madagascar is facing significant challenges in its recruitment of a qualified teacher force. Indeed, according to data from the UNESCO Institute for Statistics, the pupil to qualified teacher ratio in primary education in the country was 40 to 7 in 2016. Furthermore, the proportion of teachers who have received at least the minimum organized teacher training was 14.87% in 2016. It is estimated that 22 000 new teachers will need to be recruited by 2022.

Development process

The country started the review of its national education sector plan in 2014 and aimed at including a teacher policy component. While developing its new education sector plan, the country created a thematic group dedicated to the conduct of a diagnostic study on the situation of teachers in the country, using the UNESCO Methodological Guide for the Analysis of Teacher Issues. This group, under the supervision of the ministries in charge of education, included various stakeholders: economists, demographists, ministries representatives, teacher unions’ representatives, education NGOs representatives, Ministry of Finance representatives, parents’ associations’ representatives, sociologists and representatives of from the Ministry of Public Service.

Through a large consultation process, the diagnostic study highlighted amongst other things, the increasing demands for teachers, the low performance of students, the increasing number of teachers recruited with no professional training, the incapacity of teacher training institutions to train and the need for better teacher recruitment planning. Based on the diagnostic study results, the dedicated thematic group, involving the country’s three ministries of education, provided training on needs analyses, data collection and teacher policy development.

Following guidelines from the Teacher Policy Development Guide, the national teacher policy was developed with means of action that articulate how the nine different dimensions established in the Guide should be implemented by each of the Ministries involved.

What’s next?

Following its adoption by the Government and National Assembly, Madagascar will begin implementing its policy, starting with mobilizing resources and doing advocacy work to raise awareness on the teacher policy within the national education community.

The Teacher Task Force’s Mobile Learning Week workshop was a resounding success with high participation. Nearly 55% of the participants who took our workshop survey indicated that the presentations made by our members were very useful.

MLW survey

Participants to the Teacher Task Force’s Mobile Learning Week workshop were also invited to take part in a survey designed by our colleagues from UNESCO IITE to allow us to better understand attitudes toward ICT competency for transformation of teaching and learning.

93% of the survey respondents agree that a new model of a teacher for Education 2030 will be based on the ICT competencies.

For 38% of respondents, the divide in qualifications of teachers who lack opportunities to acquire basic ICT literacy skills, low motivation for the use of ICT in professional daily experience and the lack of ICT and internet connection are the most important reasons for the gap in ICT application by teachers nowadays. This gap could be explained by the absence of available pedagogical resources, relevant curriculum, teaching/learning materials for 35% of the respondents.

45% of the respondents indicated that carrying out online trainings was the best way to support teachers and school leaders in ICT applications.

96% of respondents agree that online trainings will be a necessary part of teachers’ professional development in the future. However, it was also underlined that online training should be viewed in a holistic approach, including the need for technical support (hardware, software, teacher-oriented) to make online trainings work. Online guidance/mentoring was also highlighted as a way to ensure online trainings completion. The experience described by Mr. Mathieu Lacasse in the Camara Learning Academy was cited as a good example of such an approach by a participant.

The presentations made during our workshop can be downloaded on this page. 

The Teacher Task Force would like to thank the members who came to present their projects. The TTF would also like to thank the people who came to take part in our workshop.

How do the top-ranked countries in education achieve outstanding school performance? What are the reasons behind the rise of their school performance? This was the discussion subject of a conference organized by the Permanent Delegation of Argentina to UNESCO in March. As teachers constitute one of the key elements behind students’ and schools’ performance, a large focus was put on discussing what makes a good teacher. Experts from around the world gathered to share their countries’ perspectives on how to train teachers, analyse their performance and motivate them. 

Teacher training: what type and for how long?

The UNESCO Institute for Statistics defines a trained teacher as a “teacher who has fulfilled at least the minimum organized teacher-training requirements (pre-service or in-service) to teach a specific level of education according to the relevant national policy or law.” However, there is no universal agreement on what being a trained teacher means or what the minimum requirements to qualify as a teacher are.
Experience from top-ranked education systems, though, shows consistent patterns regarding teacher training and education. They all normalized pre-service training as a university course sanctioned by a degree, some of them even requiring having obtained classroom experience prior. Dr Huihua He, Associate Professor and Deputy Director, College of Education - Shanghai Normal University, indicated that it takes the completion of a four-year programme followed by one-year in-service training to become a qualified teacher. It is impossible to practice as a teacher in Shanghai without this certification.
She also underlined the importance of providing students with information and guidance on professional development. The university, to this end, integrated a “teacher professional development” course into other courses so that students have an understanding of the career ladder.

Should teachers be evaluated?

Another aspect of ensuring students are taught by good teachers is through evaluation. Ms Sonia Guerriero - Senior Programme Specialist, UNESCO – stated that teacher evaluation is necessary, as they need to keep their knowledge up to date on theory and practices as well as develop knowledge on new skills needed. Performance evaluations can be used to identify areas where teachers may need additional training.
However, there is an ongoing debate regarding what means can be used to determine a teacher’s performance. Is it through the evaluation of the students learning outcomes or through teacher evaluations?
There are several arguments against the use of students’ learning outcomes as the only means of teacher evaluation. Indeed, there are several factors that can affect students’ test scores outside of teachers’ performance, such as parental support, resources, curriculum content, and learning materials. Children’s economic and social background also play a role in their learning achievement.
Mr Hong Joon Chae – Director of the Education Budget Division, Ministry of Education, Republic of Korea – indicated that, in Korea, teachers in primary and secondary education are evaluated every year. This evaluation includes both a performance evaluation and an expertise evaluation to determine their knowledge on the subject they teach. It also includes an evaluation of the classroom climate and the teacher’s attitude.
Ms Guerriero debated that a more effective means of teacher evaluation would be to use classroom observation with mentoring and feedback by peers. Through observation, the focus can be placed on instructional practice, on-the-spot decision making, maintaining high-functioning and nurturing classrooms, content focus and depth of instruction. Evaluations can also include peer reviews of teaching through interviews and analysis of videotaped instruction. Indeed, teachers are not only there to share knowledge with their students but to also develop their skills.
Evaluation, especially through peer reviews, can also influence classroom practices, through informal in-service training. In Japan, for instance, there is a strong culture of seniority, with mentoring of younger teachers within schools. This includes evaluation of those young teachers’ performances by senior teachers, leading to teachers learning from and supporting each other.

Impact of incentives on teachers’ performance

Mr Chae underlined that, in Korea, teachers are very well paid. Indeed, teacher pay in Korea is higher than the average calculated based on OECD countries. Therefore, it is not a crucial variable for improving teachers’ performance. He noted that amongst surveyed teachers, autonomy in the classroom and professional development opportunities were indicated as affecting teachers’ performances.
This is also the case in Finland, where an important emphasis has been put on teachers’ autonomy. Indeed, Ms Jaana Palorjävi – Director, International Relations, Ministry of Education and Culture, Finland – explained that a lot of leeway is given to teachers in how to organize the school day, based on a skeleton framework provided to them.
It was also noted that teacher development programmes should focus on allowing teachers to go further than transmitting knowledge. Dr Makito Yurita – Senior Researcher, National Institute for School Teachers and Staff Development, Japan – described the teacher as a learner, a thinker and an enquirer. He also further explained that as teachers are not just preparing students for the job market but also preparing future citizens, they should be encouraged to participate in discussions on the goal of education.

MLW2018 Flyer ENThe International Task Force on Teachers for Education 2030 (Teacher Task Force) is organizing a workshop during the upcoming Mobile Learning Week 2018. This year, the theme of the event “Skills for a Connected World” will examine the types of skills needed in and for a connected economy and society, with a focus on digital skills and competencies. It will also review strategies and ways in which these skills can be delivered and assessed within the context of Sustainable Development Goal 4 (SDG4).

The Education 2030 Framework for Action underlines teachers’ key role in achieving SDG4. However, to increase access and improve the quality of education, new models of teacher professional development are required. With the ever-changing demands for the workforce’s qualifications and the apparition of new skills needed, teaching and teacher training/development have to build on successful uses of ICT to improve learning. Teachers have to adapt the way they teach to focus on skills required for an increasingly connected world, skills teachers also need to understand and possess.

The Teacher Task Force is mobilizing its members, particularly those belonging to its thematic group on ICT and distance education for teacher development, to share innovative pedagogical approaches and teacher management and professional development methods based on ICT use. The workshop will feature examples of responses to the new ICT-based educational environment and will offer the opportunity to question the models of emerging approaches and practices for teaching and learning. It will collect feedback on the potential for scaling up the examples presented and their replicability to other contexts.

Five projects related to the demands for new ICT competencies of the 21st century teachers, barriers faced by teachers and the role ICT can play to overcome them and facilitate the teaching and learning process, planning main stages of ICT competency development for teachers, and approaches to online teacher professional development will be presented:
     -  Camara Learning Academy, Camara Education
     -  Improving ICT competencies of teachers in remote area schools, Indonesia
     -  Digital solutions for 21st century teachers and learners, Weidong Cloud Education Group
     -  ICT in the system of professional development of teachers. A look into the future, Peoples' Friendship University of Russia
     -  The P4R EMIS.Education App, JET and Program4Results

The workshop will enable participants to consider several models of teacher ICT competency development, and compare and discuss existing approaches and online training platforms. It will also enhance their understanding regarding the necessity of the ICT competency framework for teachers, to ensure teachers have the required skills to adapt to both an ICT-based education system as well as understand the skills learners need to develop.

The results will be used by the Teacher Task Force’s working group to pursue its action towards the increase of qualified teachers and the improvement of teaching for better learning outcomes.
More information on Mobile Learning Week 2018 is available on the UNESCO dedicated website.

Web-Image

The Teacher Task Force and the World Bank are joining forces to see how data can benefit the development of teacher policies.

 

 

Using the Systems Approach for Better Education Results for Teachers (SABER-Teachers) tools and guidelines, the International Task Force on Teachers for Education 2030 (Teacher Task Force) is collaborating with the World Bank to carry out a stocktaking review of the requirements of the teaching profession in 25 countries. The study covers the following regions of the world: Europe (France, Ireland, Slovenia, Norway, Turkey, Croatia), Arab States (Qatar, UAE, Saudi Arabia, Algeria), Sub-Saharan Africa (DR Congo, Mauritania, Senegal, Zimbabwe, Namibia, Ghana), Latin America and the Caribbean (Haiti, Venezuela, Mexico, Brazil), Asia (India – Karnataka, Lao PDR, Philippines, Singapore, Thailand).

The review was guided by the following questions: what is the minimum level of academic qualification required to become a teacher? What are the main tasks performed by teachers? What system is put forward to guide salary packages, deployment and transfer of teachers? What criteria guides teacher performance evaluation? What solutions have countries put forward or envisaged? What does this review suggest as recommendations in order to improve the situation?

All data collection, related analysis and report preparations were completed by the Teacher Task Force with support from staff of the World Bank Group.

 Data for better policies

The SABER-Teachers is an initiative from the World Bank to produce comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems.

The main goal of teacher policies is to ensure that every classroom has a motivated, supported and competent teacher at its helm. However, evidence on the impact of teacher policies on the ground remain insufficient and scarce. Indeed, teacher policies’ impact can vastly differ based on the national context and the other education policies already in place.

SABER-Teachers helps governments strengthen their frameworks for effective teaching by identifying gaps in their teacher policies. To this end, SABER-Teachers analyses teacher policies formally adopted by a given education system. These studies aim to fill these gaps by disseminating comprehensive information on teacher policies based on data collected and analysed from various countries.

Country reports

The reports produced from this collaboration will focus specifically on policies in the area of teachers. To this end, the following eight teacher policy goals have been set up for evaluation: 

     -  Setting Clear Expectations for Teachers
     -  Attracting the Best into Teaching
     -  Preparing Teachers with Useful Training and Experience
     -  Matching Teachers’ Skills with Students’ Needs
     -  Leading Teachers with Strong Principals
     -  Monitoring Teaching and Learning
     -  Supporting Teachers to Improve Instruction
     -  Motivating Teachers to Perform

To identify these goals, three criteria were applied. Each goal had to be linked to student performance through empirical evidence. They had to be a priority for resource allocation, and they had to be actionable, meaning that they identified actions that governments could take to strengthen education policy.

The resulting reports describe the performance of each country’s Education system in achieving each of the eight teacher policy goals. They also contain comparative information from education systems that have consistently scored highly on international student achievement tests and those that have previously participated in the SABER-Teachers initiative.

The first reports from this collaboration to be published are from Singapore, Croatia and Norway. The upcoming reports to be published in 2018 are the following: Slovenia, France, Qatar, Namibia, Mexico, Brazil and the Philippines. 

Reports from this collection are available in our library. More reports are available on the SABER website.

In Zimbabwe, a teacher’s passion became a sustainable way of life for a community.

Headteacher Sibanga Ncube took at heart a Zimbabwean saying when he decided to teach permaculture to his students.


During Mr Ncube pre-service teaching education there was no training in Education for Sustainable Development. However, while pursuing his own interests, he discovered a passion for permaculture. After undertaking small projects, he was invited to attend a training by the Schools and Colleges Permaculture Programme (SCOPE) of Zimbabwe and decided to implement what he had learned in his school.

 

“Don’t just grow old, plant a tree”
In Mr Ncube’s school, Silhengeni Primary School, agriculture is a learning subject so he decided to incorporate the four principles of permaculture he had learned about in the school curriculum and syllabus. To do so, he introduced permaculture through a tree planting activity. This was a way to familiarize the students with the concept of permaculture, while benefiting the school with an improved learning environment. Indeed, planting trees helped with providing students and teachers with shaded areas, as well as with regulating the temperature in classrooms.
He also regularly meets with parents to show them the progress made by their children and to explain the benefits of this programme for the community at large. He indicated that highlighting the school successes was a way to get the community more involved in the implementation of the project.

 

Gaining life skills
This project taught children life skills that they will carry through their adult lives. They developed their sense of responsibility and discipline; they also learn the importance of teamwork. It also influences their behavior as they learn the spirit of sharing and the value of respect for nature.
Mr Ncube teaches students from age 5 to 14 through a hands-on-learning method, which means that he explains the importance of tree planting to students while showing them how to plant trees. Each child chooses a tree to plant and is responsible for caring for it, i.e. watering, weeding, etc... “It gives them a sense of responsibility and ownership of the project,” said Mr Ncube.

 

Advice to other teachers
When asked what he would tell other teachers interested in implementing the same type of project in their schools, Headteacher Ncube said that there were three simple things to keep in mind.
First, teachers need to be interested in what they are teaching. “If a teacher is passionate about a project, he will be able to interest children,” he explained.
He then emphasized the need for participatory and hands-on teaching, describing it as the best method to implement this kind of project. “Avoid being a manager, be a participant”, he stated.
The third advice Mr Ncube would give teachers eager to undertake this kind of project with their students is that whichever project you choose to undertake with students it should also need to benefit the entire community.

 

Future steps
Headteacher Sibanga Ncube was awarded the 2017 UNESCO-Japan Prize on Education for Sustainable Development on behalf of the Silhengeni Primary School for its permaculture project. The school will be exploring several ways to improve the projects such as expanding the school garden to become a commercial garden and orchards; improving the nature park to be run by the students and the community; expanding the reservoirs for the school’s water collection.
He also wishes to export the project to other schools. Mr Ncube plans to continue to train teachers in surrounding schools. Indeed, understanding the needs of a community is a key feature of this project as it allows teachers to better contextualize and adapt it to the students.
Mr Ncube also hopes to create school manuals and books to teach students permaculture.

 

The UNESCO – Japan Prize on Education for Sustainable Development recognizes the role of education in connecting the social, economic, cultural and environmental dimensions of sustainable development. It is funded by the Government of Japan and consists of three annual awards of USD 50,000 for each recipient.

 

Links
UNESCO – Japan Prize on Education for Sustainable Development
Education for Sustainable Development
UNESCO and Teachers

Josephine Nyirampuha, 28, is an early grade teacher in Nibori village, in Nyamasheke district, Rwanda. Her classroom is a wooden hut with a mud floor and no furniture, in which she tries to equip 58 local children with quality early childhood education (ECE). She receives no government salary, surviving on school fees paid by those parents who can afford to in this, one of the poorest districts in the country.

Rwanda has prioritised upgrading the quality of ECE in hopes of reducing rates of repetition at primary school. Currently only around one in five children receives pre-primary schooling. A new ECE teacher training curriculum, developed with the support of VSO is being embedded with the help of VSO volunteers on the EQUECER-II project. Volunteers work in teacher training colleges as well as with in-service teachers like Josephine, many of whom had never had any professional training in early childhood development beforehand.

VSO JosephineBefore I was a teacher, children in this community could not go to school because schools are very far located. I had graduated from Urugero [Rwanda’s national voluntary service] after secondary school. This room had been built by local parents who asked me to help them teach their children. That was three years ago.

Where I am teaching, there are only children from very poor families. Those are well to do take their children to better schools. Most families do not even send their children to pre-primary school as they can’t afford to provide school food and fees.

The number of children in my class has steadily increased. Today it is 58.

It is very difficult. Every parent should pay 500RWF per month. But when it is the end of the month, it is very possible that only one parent has brought this money.

Each month I earn 12,000RWF [£12] at most. When I get a little money I can buy sugar or soap. I can’t say it is enough because I don’t have enough money to buy shoes. I am always patient and hopeful that things will change.

I keep going because I have passion for teaching. This is a noble position and I like it. Sometimes you ask yourself why the government doesn’t support us more. Even some parents seem not to give it much value.

But some parents do come to thank me. Those are the ones that have noticed the difference between the performance of their children that I have taught, and those who have not got this basic education.

VSO volunteers showed me how to create locally made teaching and learning materials. Before this training I had to ask the head teacher to borrow books. Sometimes I would only have one book for the whole class so I would draw pictures.

Now we know how to teach with these local materials and to make learning corners. I like thinking of things I can make for the children using these discarded materials. Some bottle tops can be a counting game. A rice sack can become the costume for a moto driver. The button helps develop fine motor skills, and the role play helps with socialising and introducing concepts of counting and money.

Before starting class, I have to motivate the children using a song. I make them my best friends so that they can respect my instructions.

My teaching has improved because now students are learning by doing, which makes them better understand the lesson. The children are very active and involved. They study reading, mathematics and social studies.

I use songs to motivate them, and make them my best friends so that they can respect my instructions. We have a great team spirit. The change in my students’ performance is super, so I feel good.

This story is published in partnership with VSO International for #WorldTeachersDay. It was originally published on VSO International's website.

Isabella Kituyi, 39, is a teacher at Kimwanga Special School for the Hearing impaired. Before receiving training as part of VSO’s Community Empowerment for Deaf Inclusion (CEDI), she had scraped by for years without any training in sign language or in meeting the different needs of children with disabilities.

Isabella explains how the training is improving her teaching, as well as challenging negative local attitudes towards children with hearing impairments. 

VSO IsabellaOn my first day at Kimwanga Special School for the Hearing Impaired, I looked at the pupils and I questioned myself: Will I manage? And if I don’t, what will I do then? What if I lose my job? I had nothing in my head to prepare me for this work, no training or knowledge of Kenyan Sign Language (KSL).

But I was encouraged by the head teacher. She told me that the best teacher is these children themselves. By becoming comfortable with them, I would come to know some of the signs. I was interested and I was committed to teaching, so I kept on trying.

I used to use non-professional signing to get my message across even for basic things like wanting them to sit or eat. But after my training with VSO I am now able to use proper KSL to communicate with them.

It makes me happy whenever parents come to school to tell us that thanks to my teaching students are now able to better express themselves back at home. This is really motivating and gives me a reason to keep on with what I am doing.

Many people in the community view this job as a waste of time. They look at our young ones, think that we are giving out something that is not supposed to be given to them. They see these children as people who are already wasted. They are not valuable in the community. So they see us teachers as wasting our time here, doing nothing.

The negative perception that people have of these young ones deeply saddens me. I wish to see a time where they will see them as normal human beings who only have a different way of communicating their thoughts.

That is why I have taken a personal responsibility to educate the community around me about them – it is my hope that someday they will be appreciated and not discriminated against. As for me, I am not giving up on them no matter what people’s thoughts are- they are my main motivation.

Thanks to training, I am courageous and now even in church I talk to people and show them the benefit of us loving these pupils – or anyone – who is hearing impaired. So in the communities where I come from, they now know that a person with an impairment is just a normal person like them.

That has encouraged some of the parents who were hiding their hearing deaf children at home. Now they look for me wherever I am. VSO gave us a book for KSL communication – I invite these parents and show them the book. Two of my neighbours are deaf, I am also teaching them KSL.

We have got so many challenges in our school –uncountable. Our pupils come from far, so you may come to school and meet only one child, or none, because of the distance. These children come from poor families. They need support from us, even food. Sometimes they tell you, ‘Miss, yesterday I slept without eating, so I cannot concentrate.’

It forces us teachers to dip into our own pockets, to be able to provide some food for them so that they can be motivated and have energy to learn. It is hard on my salary – I am not comfortable. Sometimes I cannot afford transport to school so I walk for one hour to reach here from my place.

I get to school at 7.30am. I do cleanliness and health check-ups with those pupils who have already arrived. Some children come from homes without water, so I wash their faces.

We have only two classrooms. In my class are four streams together at once, class zero to four. There are effectively four lessons going on at once: we just have to divide the blackboard into four. So teaching becomes a problem – it is very hard for the pupils to concentrate.

In the school, all our children have hearing impairments. I also have three hearing children with learning disabilities, and one girl with intellectual impairment. This makes teaching difficult because those with additional disabilities may refuse to participate.

Handling these children is the hardest thing about the job. You want to attend to them, but you cannot always understand them. You want to ask a question, instead you get a slap. That is very difficult. But since training, I feel empathy because these children are just the same as normal children, but because of the impairment it may affect their actions. I sympathise with them.

People from outside should try and have a positive attitude towards our children who are hearing impaired – or towards anyone who has a disability.  If they have that positive attitude they will keep on assisting them, knowing that they are just normal beings like others.

Despite the challenges, I still say being a teacher is the best. I can interact with anyone, anywhere, and in whichever situation, because I have handled these young ones.

This story in published in partnership with VSO International for #WorldTeachersDay. It was originally published on VSO International's website

“I love teaching – but it is so difficult”

octobre 05 th, 2017.

Grace Chigwechokha, 41, is a dedicated Standard 2 teacher at Chiuzimbi Primary School in Lilongwe, Malawi. She loves teaching – but struggles with the impossible task of educating a class of 84 children ranging in age from six to 14 years old.  She is frustrated by the challenge of trying to deliver quality education in a context of huge class sizes, scant resources and rampant absenteeism.

Grace explains what it’s really like to work as a teacher in Malawi, and her experiences since becoming involved in VSO’s Unlocking Talent project. She is responsible for the running of a solar-powered learning centre, equipped with special digital education software, provided as part of the scheme.

VSO Grace-1When I was at school my favourite teacher was Mrs Mmangeni. I remember it was easy to learn with her and that she wore very beautiful clothes. She was like a role model for me. Now that is what I try to be for my learners.

I love teaching. I do this work because I want to build up Malawian children to be all they can be, but it’s difficult because I have so many learners in the class. Last term I had 84 in standard 2, ranging in age from six to 14 years old.

Sometimes as you are trying to teach some children are beating each other, others are standing, or moving around.  It’s a tough job. The children all have different abilities. Being the only teacher in the class is a very big problem, because I can’t give every child individual help.

I am trying my best. For example, I have one boy in the class with hearing difficulties. I try to keep him at the front of the class so he has a better chance of hearing and seeing everything. But I know that not every child is receiving the best education – I don’t feel good about that. I want my learners to do well.

Many children repeat class because they do not do well in exams. To progress to the next grade, they have to get at least 50% of the marks on an exam. Last time only 49 out of 84 got enough questions right to continue. The rest are back in my class again this year.

There is also the problem of absenteeism in the school. Some parents keep their older children at home when they go away on business, asking them to stay behind to take care of their sisters and brothers. Teachers too are sometimes missing. When teachers are sick or absent, there is no one to take over their class while they are away.

That’s why I’m so happy about being part of Unlocking Talent. I can see my learners are able to read and write, and the absenteeism has also been reduced – they don’t want to miss the classes. Even those with troublesome behaviour have changed.

VSO Grace-bisAs Unlocking Talent co-ordinator it’s my responsibility to look after the maintenance of the learning centres [purpose-built rooms equipped with tablet computers with special digital education software]. I make sure they are kept clean and tidy, that the children use it correctly and that the materials are well looked after.

It is good to learn from VSO volunteers. To be a teacher I had two years of training. One year in a teacher training college and a year of theory – that was in 1994 and I haven’t had training since. Though I have been teaching for more than 20 years I am still on the first grade of being a teacher. The salary for my grade is 79,000 Kwacha (£81) per month. It is not a lot of money – living in Lilongwe is expensive. It can cost 50,000 kwacha to rent a house.

Of course I would like to be promoted to the next grade and earn more. Since 2015 I am the head of the theology department. That should qualify me for the next grade, but I would need to complete my education to degree-level first. The fees for that are 350,000 Kwacha (£364).

I am married and have three children of my own, aged 21, 17 and 14. My youngest is now in Senior Form 2. I am sending him to a private school. I want my children to have the best. School fees are 90,000 Kwacha (£93) per term, the uniform is another 40,000 (£41), and there are registration fees. So you see my salary does not go very far. As I am trying to do what’s best for my children, I decided it is better to fund their education and stop mine.

My first born is now a journalist. She has completed a diploma and is doing a work placement with a multimedia organisation. She has not yet completed a degree – again fees are a challenge. I am proud of her.

I love the children in my class. It is my role to talk to them, to encourage them to work extra hard so they can become better people. I’m proud of that.

I encourage each and every person to become a teacher, or to support us in our work. This is a good job. We build up children to be important people so they can go work in companies, organisations and government. It is a big role.

This story in published in partnership with VSO International. This story was originally published on VSO International's website

The International Task Force on Teachers of UNESCO organizes its annual meeting and its 10th Policy Dialogue Forum in Lomé, Togo, from 18 to 21 September 2017. The International Policy Dialogue Forum, more than a forum for discussion and sharing of good practices, is also the privileged opportunity to address point by point the efforts of the TTF member addressing teacher-related matters in their country.

This year's forum will focus on the theme: "Teaching: a profession", an essential concept in the provisions on teachers in the Education 2030 Agenda and the target on teachers in the Sustainable Development Objectives (SDGs) 4.c.

Approximately 350 participants (by invitation only) - delegates from Task Force members, representatives of intergovernmental and non-governmental organizations, teachers and educators, researchers, policy makers, teacher union representatives - will address this topic in plenary sessions and thematic working groups.

You can now register by following this link.

The concept note is also available by following this link or at the beginning of the article.

NB: In order to facilitate the organization of the event, registration will be open until 30 June 2017. The International Task Force on Teachers does not cover costs of travel and accommodation of participants, except for specific cases.

Please send any requests for further information to Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser. .

 

L'Équipe spéciale internationale sur les enseignants de l'UNESCO organise sa réunion annuelle et son 10e forum de dialogue politique à Lomé (Togo) du 18 au 21 septembre 2017. Le forum international de dialogue politique, plus qu'un cadre de discussion et de partage de bonnes pratiques, est également le moment privilégié d'aborder point par point les efforts des membres de l'Équipe sur les problématiques des enseignants dans leur pays.

Le forum portera cette année sur le thème : « Enseigner : une profession », un concept essentiel dans les dispositions sur les enseignants dans l'agenda Éducation 2030 et de la cible sur les enseignants des objectifs de développement durable (ODD) correspondant à l'ODD 4.c.

Près de 350 participants (sur invitation uniquement) - délégués des pays membres de l'Équipe spéciale, représentants d'organisations intergouvernementales et non-gouvernementales, enseignants et éducateurs, chercheurs, décideurs politiques, représentants de syndicats d'enseignants – se pencheront sur ce thème à travers des séances plénières et des ateliers.

Vous pouvez dès à présent vous inscrire en suivant ce lien.
La note conceptuelle vous est également accessible ici ou en début d'article.

NB : Afin de faciliter l'organisation de l'événement, les inscriptions seront clôturées le 30 juin 2017. L'Équipe spéciale internationale sur les enseignants ne prend pas en charge les frais de déplacement et de séjour des participants, sauf en cas de circonstances exceptionnelles.

Pour toute demande d'informations supplémentaires, vous pouvez nous contacter au Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser. .

 

 

28-30 Août 2017

Bangkok, Thailand

Bien qu'elles n'aient jamais été aussi nombreuses à aller à l'école, les filles ne jouissent pas toujours d'une égalité des chances pour compléter le cursus de leur choix et en récolter les fruits. Un domaine de préoccupation de longue date est le faible taux de participation féminine dans les études et carrières en sciences, technologies, ingénierie et mathématiques (STEM).

Le Colloque International et Forum des Politiques de l'UNESCO vise à déchiffrer le code sur les facteurs qui influencent la participation, l'achèvement et la poursuite d'études et des carrières en STEM. Cet évènement offrira une plateforme pour présenter les résultats les plus récents de la recherche et de la pratique et pour contribuer au dialogue politique, au partage des expériences et à la collaboration des participants.

Le programme du Colloque international et du Forum des Politiques sera consacré au thème central de l'éducation des filles dans le domaine des STEM ainsi qu'à quatre thèmes/axes subsidiaires :
1. Construire les fondations : une éducation STEM de qualité tenant compte du genre
2. Changer l'équation: aborder les stéréotypes et les préjugés entravant la participation des filles
3. Graviter dans le domaine : aller vers, engager et autonomiser les filles et les femmes
4. Câbler le réseau: partenariats, apprentissage intersectoriel et coopération

Cracking The Code 2

Le programme sera élaboré à partir d'une procédure de soumission de résumés et inclut :
• des sessions plénières associant discussions de haut niveau et tables rondes, forums publics et autres activités fondées sur les technologies

• des sessions parallèles, y compris: a) des tables rondes pour partager les résultats de la recherche, les pratiques à l'école et les leçons tirées et b) des ateliers d'apprentissage pratique et de simulation et autres activités de transfert des compétences
• des stands d'exposition pour présenter des produits et des approches, et pour les démonstrations pratiques et d'échanges
• un Forum des politiques d'un jour en présence des ministres de l'éducation et autres participants de haut niveau afin d'examiner la façon dont les gouvernements privilégient et encouragent la participation des filles aux filières STEM et de réfléchir aux solutions à apporter aux problèmes rencontrés

L'évènement accueillera de 200 à 250 participants dont des ministres de l'éducation et d'autres responsables gouvernementaux, des praticiens de l'éducation et des éducateurs, des chercheurs et des experts, des partenaires du développement (bilatéraux, multilatéraux, autres) du développement, des représentants d'organisations intergouvernementales et non gouvernementales, ainsi que des représentants du secteur privé.

Les participants peuvent faire une proposition avant le 19 JUIN 2017 pour : faire une présentationorganiser un atelier ou réserver un stand d'exposition. Les participants sélectionnés seront informés au plus tard le 1 JUILLET 2017.
La participation se fera sur invitation uniquementLe formulaire de manifestation d'intérêt devra être soumis dans les meilleurs délais, au plus tard le 17 JUILLET 2017.

La Note Conceptuelle vous est accessible ici.

Toute question relative au Forum devra être adressée à  Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser. .

28-30 August 2017

Bangkok, Thailand

More female students are in school today than ever before but they do not always have equal opportunities to complete and benefit from an education of their choice. One area of longstanding concern is the low rate of female participation in science, technology, engineering and mathematics (STEM) studies and consequently STEM careers.

The UNESCO International Symposium and Policy Forum aims to "crack the code" by identifying the factors that promote girls' and women's participation, achievement and continuation in STEM studies and careers. It will be a platform to present the latest findings from research and practice, and to facilitate policy dialogue, experience sharing and collaboration among participants.

The programme of the International Symposium and Policy Forum will be based on the overarching theme of girls' education in STEM, with four sub-themes/tracks:
1. Building the foundations: Gender-responsive quality STEM education
2. Changing the equation: Addressing stereotypes and bias hindering girls' participation
3. Gravitating into the field: Reaching out, engaging and empowering girls and women
4. Wiring the network: Partnerships, cross-sector learning and cooperation

Cracking The Code 2

The programme will be developed through an abstract-driven process, and include:
• plenary sessions, combining high-level and panel discussions, town hall formats, and other technology-based activities
• concurrent sessions, including: a) panel discussions to share research findings, school practices, and lessons learned, and b) workshops for hands-on learning activities, simulations and other opportunities for skills-transfer

• exhibition booths to present products and approaches, and for hands-on demonstrations and interactions
• a one-day Policy Forum with the participation of Ministers of Education and other high-level representatives to examine how governments are prioritizing and promoting STEM education for girls, and how to address challenges

Over 200-250 delegates will participate in the event including: Ministry of education and other government officials; education practitioners and educators; researchers and experts; bilateral, multilateral and other development partners; representatives of intergovernmental and non-governmental organizations; and private sector representatives.

Participants could submit a proposal to Make a presentationOrganize a workshop or Reserve an exhibition both before 19 JUNE 2017. Selected participants will be informed no later than 1 JULY 2017.

Participation will be by invitation only. All interested participants are invited to complete the expression of interest to participate no later than 17 JULY 2017, midnight, Paris time.

Please see the Concept Note.

Any questions should be directed to  Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser. .

Depuis 1990, de nombreux pays en développement ont eu recours au recrutement massif d'enseignants contractuels pour répondre à la demande d'éducation. L'Equipe spéciale s'est penchée sur l'emploi de cette catégorie d'enseignants dans des pays francophones d'Afrique subsaharienne, et pose la question : Comment les pays de l'Afrique sub-saharienne et leurs partenaires peuvent-ils relever les défis persistants liés aux enseignants, et créer des opportunités pour atteindre l'objectif mondial de s'assurer que tous les apprenants soient "formés par des enseignants qualifiés, bien formés professionnellement, motivés et adéquatement soutenus" ?
La présentation a fait l'objet d'une communication lors du 4e Colloque international en éducation : Enjeux actuels et futurs de la formation et profession enseignante, qui a eu lieu du 18 au 19 mai 2017 à Montréal.

La présentation de la communication sur la thématique vous est accessible en début d'article.

28-30 Août 2017

Bangkok, Thailand

Bien qu'elles n'aient jamais été aussi nombreuses à aller à l'école, les filles ne jouissent pas toujours d'une égalité des chances pour compléter le cursus de leur choix et en récolter les fruits. Un domaine de préoccupation de longue date est le faible taux de participation féminine dans les études et carrières en sciences, technologies, ingénierie et mathématiques (STEM).

Le Colloque International et Forum des Politiques de l'UNESCO vise à déchiffrer le code sur les facteurs qui influencent la participation, l'achèvement et la poursuite d'études et des carrières en STEM. Cet évènement offrira une plateforme pour présenter les résultats les plus récents de la recherche et de la pratique et pour contribuer au dialogue politique, au partage des expériences et à la collaboration des participants.

Le programme du Colloque international et du Forum des Politiques sera consacré au thème central de l'éducation des filles dans le domaine des STEM ainsi qu'à quatre thèmes/axes subsidiaires :
1. Construire les fondations : une éducation STEM de qualité tenant compte du genre
2. Changer l'équation: aborder les stéréotypes et les préjugés entravant la participation des filles
3. Graviter dans le domaine : aller vers, engager et autonomiser les filles et les femmes
4. Câbler le réseau: partenariats, apprentissage intersectoriel et coopération

Cracking The Code 2

Le programme sera élaboré à partir d'une procédure de soumission de résumés et inclut :
• des sessions plénières associant discussions de haut niveau et tables rondes, forums publics et autres activités fondées sur les technologies

• des sessions parallèles, y compris: a) des tables rondes pour partager les résultats de la recherche, les pratiques à l'école et les leçons tirées et b) des ateliers d'apprentissage pratique et de simulation et autres activités de transfert des compétences
• des stands d'exposition pour présenter des produits et des approches, et pour les démonstrations pratiques et d'échanges
• un Forum des politiques d'un jour en présence des ministres de l'éducation et autres participants de haut niveau afin d'examiner la façon dont les gouvernements privilégient et encouragent la participation des filles aux filières STEM et de réfléchir aux solutions à apporter aux problèmes rencontrés

L'évènement accueillera de 200 à 250 participants dont des ministres de l'éducation et d'autres responsables gouvernementaux, des praticiens de l'éducation et des éducateurs, des chercheurs et des experts, des partenaires du développement (bilatéraux, multilatéraux, autres) du développement, des représentants d'organisations intergouvernementales et non gouvernementales, ainsi que des représentants du secteur privé.

Les participants peuvent faire une proposition avant le 5 JUIN 2017 pour : faire une présentation, organiser un atelier ou réserver un stand d'exposition.
La participation se fera sur invitation uniquement. Le formulaire de manifestation d'intérêt devra être soumis dans les meilleurs délais, au plus tard le 17 JUILLET 2017.

La Note Conceptuelle vous est accessible ici.

Toute question relative au Forum devra être adressée à Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser. .

 

28-30 August 2017

Bangkok, Thailand

More female students are in school today than ever before but they do not always have equal opportunities to complete and benefit from an education of their choice. One area of longstanding concern is the low rate of female participation in science, technology, engineering and mathematics (STEM) studies and consequently STEM careers.

The UNESCO International Symposium and Policy Forum aims to "crack the code" by identifying the factors that promote girls' and women's participation, achievement and continuation in STEM studies and careers. It will be a platform to present the latest findings from research and practice, and to facilitate policy dialogue, experience sharing and collaboration among participants.

The programme of the International Symposium and Policy Forum will be based on the overarching theme of girls' education in STEM, with four sub-themes/tracks:
1. Building the foundations: Gender-responsive quality STEM education
2. Changing the equation: Addressing stereotypes and bias hindering girls' participation
3. Gravitating into the field: Reaching out, engaging and empowering girls and women
4. Wiring the network: Partnerships, cross-sector learning and cooperation

Cracking The Code 2

The programme will be developed through an abstract-driven process, and include:
• plenary sessions, combining high-level and panel discussions, town hall formats, and other technology-based activities
• concurrent sessions, including: a) panel discussions to share research findings, school practices, and lessons learned, and b) workshops for hands-on learning activities, simulations and other opportunities for skills-transfer

• exhibition booths to present products and approaches, and for hands-on demonstrations and interactions
• a one-day Policy Forum with the participation of Ministers of Education and other high-level representatives to examine how governments are prioritizing and promoting STEM education for girls, and how to address challenges

Over 200-250 delegates will participate in the event including: Ministry of education and other government officials; education practitioners and educators; researchers and experts; bilateral, multilateral and other development partners; representatives of intergovernmental and non-governmental organizations; and private sector representatives.

Participants could submit a proposal to Make a presentation, Organize a workshop or Reserve an exhibition both before 5 JUNE 2017:

Participation will be by invitation only. All interested participants are invited to complete the expression of interest to participate no later than 17 JULY 2017, midnight, Paris time.

Please see the Concept Note.

Any questions should be directed to Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser. .

 

Dans la foulée de la conférence mondiale sur l’Éducation pour tous, tenue à Jomtien en 1990, et comme conséquence des programmes d’ajustement structurel, de nombreux pays en développement ont eu recours au recrutement massif d’enseignants contractuels pour répondre à la demande d’éducation. La présente communication du Colloque international en éducation du 18 au 19 mai à Montréal au Canada porte sur l’emploi de cette catégorie d’enseignants dans des pays francophones d’Afrique subsaharienne. Elle a pour thème "Le recours massif aux enseignants contractuels: état des lieux en Afrique subsaharienne francophone". Elle prend appui sur la synthèse comparative de 12 rapports nationaux. Cette communication sera animée par :

Martial DEMBÉLÉ, Université de Montréal - CRIFPE - CANADA
Geneviève SIROIS, Université de Montréal - CANADA
Diane LALANCETTE, International Task Force on Teachers-UNESCO - FRANCE

Dans la première partie, les points suivants seront abordés :

1) les raisons du recours aux enseignants contractuels;

2) les types de contractuels, leurs caractéristiques, leurs conditions de travail et l’évolution de leurs effectifs par rapport aux enseignants fonctionnaires/permanents; et

3) les modalités de passage du statut de contractuel à celui de fonctionnaire/permanent.

La deuxième partie de la communication sera consacrée aux problèmes ou aux préoccupations qu’engendrent les politiques de contractualisation des enseignants, dont la marginalisation d’un segment du corps enseignant, le déclin de l’image sociale et du statut de la profession; ce qui mène entre autres à sa faible capacité d’attraction et à des taux élevés de roulement du personnel et d’attrition. Dans la troisième partie, il sera fait état des solutions mises en œuvre ou envisagées par certains pays face à ces problèmes ou préoccupations.

Le calendrier du colloque vous est également accessible en début de l'article.

Le Comité directeur et le groupe de travail ad hoc de l'Équipe spéciale sur les enseignants se sont réunis du 9 au 12 mai 2017 au siège de l'UNESCO pour discuter des résultats et des recommandations de l'évaluation externe, en vue de l'élaboration, du plan stratégique 2018-2021 et de la révision des Termes de références. Ces deux documents seront soumis aux membres de l'Équipe spéciale pour adoption lors de la réunion annuelle de l'Équipe prévue à Lomé en Septembre 2017.

The Steering Committee and the Ad Hoc Working Group of the Task Force on Teachers met from 9 to 12 May 2017 at UNESCO Headquarters to discuss the outcomes and recommendations of the external evaluation that will guide the development of the 2018-2021 Strategic Plan and the revision of the Terms of Reference. These two documents will be submitted to members of the Task Force for adoption at the annual meeting in Lomé in September 2017.

Save the date

Annual meeting and 10th Policy Dialogue Forum of the International Task Force on Teachers

Lomé (Togo), 18-21 September 2017


The International Task Force on Teachers of UNESCO will be holding its annual meeting and 10th Policy Dialogue Forum in Lomé (Togo) on 18-21 September 2017.

This year's Forum will focus on the theme: "Teaching: a Profession", an essential concept in the provisions on teachers in the Education 2030 Agenda and the target on teachers in the Sustainable Development Goals (SDGs) – SDG 4.c.

Approximately 350 participants (by invitation only) - delegates from Member States, representatives of intergovernmental and non-governmental organizations, teachers and educators, teachers' union representatives, researchers, policy makers, - will address this topic in plenary sessions and thematic working groups.

In order to facilitate the organization of the event, registration will be closed on 30 June 2017. The International Task Force on Teachers does not cover costs of travel and accommodation of participants, except for specific cases.

 

Please save the dates of the 10th Policy Dialogue Forum in your calendar. The detailed programme and practical information for your registration will be available very soon. In the meantime, please send any requests for further information to:  Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.

BLOQUEZ VOTRE AGENDA !

Réunion annuelle et 10e Forum de dialogue politique de l'Équipe spéciale internationale sur les enseignants

Lomé (Togo), 18-21 septembre 2017

L'Équipe spéciale internationale sur les enseignants de l'UNESCO organisera sa réunion annuelle et son 10e forum de dialogue politique à Lomé (Togo) du 18 au 21 septembre 2017.

Le forum portera cette année sur le thème : « Enseigner : une profession », un concept essentiel dans les dispositions sur les enseignants dans l'agenda Éducation 2030 et de la cible sur les enseignants des objectifs de développement durable (ODD) correspondant à l'ODD 4.c.

Près de 350 participants (sur invitation uniquement) - délégués des pays membres de l'Équipe Spéciale, représentants d'organisations intergouvernementales et non-gouvernementales, enseignants et éducateurs, chercheurs, décideurs politiques, représentants de syndicats d'enseignants – se pencheront sur ce thème à travers des séances plénières des ateliers.

Afin de faciliter l'organisation de l'événement, les inscriptions seront clôturées le 30 juin 2017. L'Équipe spéciale internationale sur les enseignants ne prend pas en charge les frais de déplacement et de séjour des participants, sauf cas exceptionnels.

Merci de réserver dès à présent les dates du 10e forum de dialogue politique dans votre agenda. Le programme détaillé ainsi que les informations pratiques pour votre inscription vous seront communiqués très prochainement. Dans l'attente, merci d'adresser toute demande d'information complémentaire à : Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.

The teacher Task Force will participate in the "Unite for Quality Education and Leadership Conference" organized by Education International in Rotterdam, Netherlands, from 3 to 5 May 2017.

You can find all the information about the Conference here.

Live streaming video of the Conference will also be made available. You can see the conference stream schedule here.

L'Équipe spéciale internationale sur les enseignants participera à la Conférence "Uni(e) pour une éducation et un leadership de qualité", organisée par l'internationale de l'Éducation du 3 au 5 mai 2017, à Rotterdam au Pays-Bas.
Vous trouverez toutes les informations relatives à la conférence ici.
Il sera aussi possible de suivre la conférence en direct. Vous trouverez l'horaire de la conférence ici.

 

UNHCR reported that there are over 21.3 million refugees worldwide and half of it are children, badly in need of assistance, especially in terms of education. As technology can offer solutions to teachers in crisis and emergencies to better respond to children's needs, the UNESCO 2017 edition of Mobile Learning Week (20-24 March 2017) explored how technology can help meet the educational needs of refugees and other learners displaced due to emergency and crisis situations.

The International Task Force on Teachers (TTF), as a global advocate and catalyst for the advancement of the teaching profession worldwide, supported this year Mobile Learning Week by sponsoring the session "Providing mobile solution for teachers in crisis and emergencies". The TTF convened experts and actors who are actively focusing their work on developing mobile technology tools to better support teachers working in crisis and emergencies. Dr Edem Adubra, Head of the TTF Secretariat, underlined: "Teachers play a central role in education, especially those in crisis and emergency situations; therefore, providing them with solutions is of utmost importance". He added: "TTF reaches teachers, teaching and the teaching profession at all levels of formal and non-formal education, including those in crisis and emergency situations".


The first solution showcased in the session was "Golden Teacher" application. This mobile application was developed for both trained and untrained teachers in developing countries to facilitate their use of effective teaching strategies. The application takes the form of a step-by-step process of the design, delivery, and evaluation of a learning experience for an individual or for a group of teachers. It does not include any curriculum content, and is consequently applicable across the whole range of education contexts and settings.


The South Sudan Literacy App was the second solution showcased. This application helps teachers working with learners in basic literacy programme through a handheld device. To take into account the challenges related to South Sudan's context, the application provides access to a course designed in such a way to minimize users' challenges in accessing and understanding the content. By using effective and proven learning concepts, the aim is to increase the literacy level of the users and have them undergo the various tests to assess their literacy level after completing the different modules. This easy-to-use literacy application also helps teachers provide assessments remotely.


The third solution presented was developed to address teacher education needs, a distance education experience from Mozambique. The presentation "Mobile online education in post-war environment" shared an innovative strategy in providing distance education in Mozambique. The program, developed by ISCED, helps students to have their university courses in their pockets wherever they are and at whatever time. With this innovation, more and more people can access online education. Within a year, the university using the online program has seen its student population growing from 2 500 in 2015 to a total of 7 000 in 2016. According to Wisdom Machacha, the program currently has a limited number of courses, but more will be added in the near future. This is a great innovation in light of the well documented problems of electricity, communication, poor road infrastructure and many other ills associated with a post-war country such as Mozambique.


The last IT solution presented was specifically designed to help teachers in emergency and crisis situations. The EDUTrackerApp application is a "mega-app" developed to provide learners and teachers with access to high quality curricula and proficiency assessments, and to track teaching activities in key subjects and grades. The application can also track school attendance daily, online or offline, through GPS coordinates and a multi-factor authentication process. The application also enables the head teacher to report emergencies on infrastructure breakdown, school security and safety issues, school feeding, health crises and natural disasters through a ticketing system.


The session highlighted IT solutions applied to education in emergency and crisis situations and their implementation in various parts of the world. As one participant shared during the discussion part of the session, IT can surely be one of the solutions to address the need of teachers and learners in crisis and emergencies.

Le Haut-Commissariat des Nations Unies pour les Réfugiés a affirmé qu'il y a plus de 21,3 millions de réfugiés dans le monde et que la moitié d'entre eux sont des enfants, et qu'ils ont besoin d'aide, spécialement en termes d'éducation. Etant donné que la technologie peut aider les enseignants dans les situations d'urgences et de crises pour mieux répondre aux besoins des enfants, l'édition 2017 de la Semaine de l'apprentissage mobile de l'UNESCO a exploré comment la technologie peut aider à répondre aux besoins des réfugiés et d'autres apprenants dont le déplacement est causé par des situations d'urgences et de crises.

L'Équipe spéciale internationale sur les enseignants (TTF) dans son rôle de défenseur et de catalyseur de la profession de l'enseignement dans le monde, a offert son soutien à la semaine de l'apprentissage mobile en parrainant une session « Fournir des solutions mobiles pour les enseignants en situation de crises et d'urgences ». L'Équipe spéciale a animé cette session en impliquant des experts et des acteurs qui focalisent activement leur travail sur le développement des outils de technologie mobile, afin d'appuyer les enseignants en situation de crises et d'urgences. Dr Edem Adubra, chef du Secrétariat de l'Équipe spéciale a souligné: « Les enseignants jouent un rôle central dans l'éducation, surtout ceux qui se retrouvent en situations de crises et d'urgences. Par conséquent, leur fournir des solutions est de la plus haute importance. » Il a ajouté: « L'Équipe spéciale s'occupe des enseignants, de l'enseignement et de la profession de l'enseignement à tous les niveaux de l'éducation formelle et non formelle, y compris en situations de crises et d'urgences. »


La première solution présentée dans la session est l'application « Golden Teacher ». Cette application a été développée pour permettre aussi bien aux enseignants des pays en développement formés qu'à ceux non formés, leur utilisation facile de la plupart des stratégies d'enseignement. L'application prend la forme d'une procédure étape par étape, de la conception, de la livraison et de l'évaluation d'une expérience d'apprentissage pour un individu ou un groupe d'enseignants. Elle n'inclut aucun contenu du programme scolaire et, par conséquent, s'applique dans toute la gamme des contextes et des paramètres de l'éducation.


L'application de l'alphabétisation au Soudan du Sud est la seconde solution présentée. Cette application aide les enseignants à travailler avec l'apprenant suivant un programme basique d'alphabétisation à travers un appareil portatif. Afin de prendre en compte les défis relatifs au Soudan du Sud, l'application fournit un accès à un cours conçu à tel enseigne que les utilisateurs auront peu de difficultés à accéder et à en comprendre le contenu. En utilisant les concepts d'apprentissage effectifs et prouvés, le but est d'accroître le niveau d'alphabétisation des utilisateurs et leur faire subir les différents tests pour évaluer leur niveau d'alphabétisation après avoir complété les différents modules. Cette facilité d'utilisation de l'application d'alphabétisation permettra également aux enseignements une évaluation à distance.


La troisième solution est relative aux besoins de formation des enseignants, à une expérience de formation à distance du Mozambique. La présentation de la formation mobile en ligne dans un environnement de l'après-guerre met en exergue une stratégie innovante pour faire d'énormes progrès dans l'offre de la formation à distance au Mozambique. Le programme développé par la ISCED permet aux étudiants d'avoir leurs cours universitaires dans leurs poches quel que soit l'endroit et quel que soit le lieu où ils sont. Avec cette innovation, de plus en plus de personnes peuvent avoir accès à la formation en ligne. En une année, l'université utilisant le programme en ligne a vu le nombre d'utilisateurs s'accroître de 2 500 en 2015 à un total de 7 000 en 2016. Selon Wisdom Machacha, le programme a actuellement un nombre limité de cours, mais il y en aura d'autres qui y seront ajoutés très prochainement. Il s'agit d'une innovation importante particulièrement pour les environnements où des problèmes sérieux d'électricité, de communication, de mauvaises infrastructures routières et de nombreux autres problèmes sont souvent observés dans un pays d'après-guerre, comme l'est le Mozambique.


La dernière solution qui a été présentée s'avère d'une grande utilité pour les enseignants en situation de crises et d'urgences. Il s'agit d'une solution mobile intéressante pour le soutien en temps réel des étudiants réfugiés et des enseignants dans les situations de crises et d'urgences. EDUTrackerApp est une « méga-application » développée pour fournir aux apprenants et aux enseignants l'accès à des programmes d'études et des évaluations de haute qualité, et à suivre les activités d'enseignement dans des matières de base et à différents niveaux. Elle fait également un suivi de la présence scolaire journalière, en ligne et hors ligne, via la coordination GPS et offre un processus d'authentification multifactoriel. L'application va également permettre à l'enseignant principal de signaler les urgences relatives à la détérioration des infrastructures, la sécurité scolaire et des problèmes de sécurité, l'alimentation scolaire, les crises sanitaires et les désastres naturels via un système de billetterie électronique.


La session a permis de mettre en évidence les solutions informatiques appliquées à l'éducation dans les situations d'urgence et de crise, et leur mise en œuvre dans diverses parties du monde. Comme l'a soulevé un participant lors de la période de discussion, « La technologie de l'information est sûrement l'une des solutions qui permet de répondre aux besoins des enseignants et des apprenants en situation de crises et d'urgences ».

Dans la poursuite des efforts pour la mise en place d'une politique relative aux enseignants en Érythrée, une réunion tripartite a été tenue à l'UNESCO entre le Représentant du Ministère de l'Education de l'Érythrée, le Finn Church Aid (FCA) et le Secrétariat de l'Équipe spéciale, le vendredi 24 mars 2017. La réunion a été honorée de la présence de Son Excellence l'Ambassadrice de l'Érythrée en France et des représentants de la délégation permanente de la Finlande auprès de l'UNESCO.

Dr Adubra, Secrétaire de l'Equipe spéciale, a ouvert la réunion avec la présentation de tous les participants et réitéré l'objectif des efforts dans l'élaboration d'une politique globale relative aux enseignants en Érythrée. Son Excellence Madame l'Ambassadrice, Hanna Simon, a partagé ses réflexions, et indiqué que les enseignants sont une priorité dans le développement de l'Érythrée. Elle a réitéré l'engagement du gouvernement Érythréen à l'amélioration de la situation des enseignants et partagé sa conviction que l'initiative permettra d'atteindre cet objectif.
Tout en allant dans le même sens que la déclaration de l'Ambassadrice, le Représentant permanent de la Finlande a ajouté que la Finlande avait une longue et bonne histoire de coopération avec l'Érythrée, et que les deux pays partagent le même degré d'engagement pour le développement des enseignants. La Finlande a une large expérience dans le développement des enseignants, expérience reconnue des participants à la réunion, et cela est une raison de plus pour les encourager à rejoindre officiellement l'Équipe spéciale, puisque la Finlande, en tant que membre, pourrait y faire de très valables contributions.
Les participants ont discuté du rôle et des responsabilités de chacun dans la mise en œuvre de trois objectifs que souhaitent atteindre l'Érythrée : 1) développer une politique nationale de l'enseignement, 2) développer un système de base de données standard sur l'enseignement (système d'information de management) et 3) développer la formation des enseignants. Il faut noter que plusieurs politiques sur les enseignants existent déjà en Érythrée, le FCA entend travailler de façon collaborative à une proposition plus détaillée des rôles et responsabilités. Plusieurs consultants ayant une expérience avérée dans la rédaction du Guide de développement de la politique relative aux enseignants de l'Équipe spéciale ont été identifiés et suggérés au FCA pour une collaboration de travail possible.
La prochaine étape sera l'organisation d'une réunion à Samara en Érythrée lors de la première semaine du mois de juin 2017. Son Excellence Hanna Simon est honorée d'apporter son soutien au succès de cette prochaine réunion.

In pursuing initiated efforts in building the Teacher Policy in Eritrea, a tripartite meeting among the Eritrea Ministry of Education Representative, Finn Church Aid (FCA) and TTF Secretariat was held at UNESCO on Friday, 24 March 2017. The meeting was honoured with the attendance of HE Ambassador of Eritrea to France and representatives from Finland Permanent Delegation to UNESCO.

Dr Adubra, Head of the TTF Secretariat, welcomed participants and restated the purpose of the efforts in building a comprehensive teacher policy in Eritrea. The HE Ambassador, Ms Hanna Simon, then gave her remarks, stating that teachers are a priority in Eritrea. She reiterated Eritrea's commitment to improve the teachers' situation and was convinced that the initiative will contribute significantly to achieve this goal.
Along the same line, the Finland Permanent Representative emphasised the long history of excellent cooperation with Eritrea and the same strong commitment both countries share in teacher development. Finland's extensive experience in teacher development was recognised by meeting participants, and encouraged the TTF Secretariat to invite once again Finland to officially join the TTF since Finland would be a very valuable member.
Participants then discussed the roles and responsibilities of each partner in addressing three objectives Eritrea wishes to achieve: 1) to develop a national teacher policy, 2) to develop standard database system on teacher (information management system), and 3) expand teacher training institution. Noting that several policies on teachers already exist in Eritrea, FCA agreed to work collaboratively on a proposal outlining detailed roles and responsibilities. Several consultants with direct experience with the TTF Teacher Policy Development Guide have been identified and suggested for potential cooperation with FCA.
The next step will be a meeting to be held in Samara, Eritrea on the first week of June 2017. HE Hanna Simon offered her support to a successful follow-up meeting.

The key and paramount factor in sustainable education reform is the involvement of teachers and teachers' representations in social dialogue and policy reform. It is with this in mind that UNESCO, in partnership with Education International (EI), and support from the Global Partnership for Education, initiated the project "Improving teacher support and participation in Local Education Groups".
The Dissemination Meeting scheduled on 19 and 20 April 2017 at UNESCO Headquarters aims to generate proposals and recommendations on how to provide teacher training and supervision. These ideas will strengthen the capacity of teachers to participate in social and political dialogue. The workshop participants are leaders of teachers' unions at the national or regional level, teachers in primary and secondary education, staff from the Ministry of Education and Sport and the Educational services Commission, senior managers and trainers and development partners and non-governmental or private sector organizations involved in education sector policies.
The meeting's findings will serve as the basis for the drafting of the "Guiding Framework for Teacher Capacity Development in Social Dialogue and Education Policy Processes", which will serve as a guide for relevant stakeholders for teacher participation in social and political dialogue .
You can follow the restitution meeting on Twitter and Facebook via hashtag #SocialDialogue.

See the link above for the agenda of the forum.

Le facteur essentiel et primordial d'une réforme durable de l'éducation passe par la participation des enseignants ainsi que des représentations des enseignants au dialogue social et à la réforme des politiques. C'est dans cet esprit que l'UNESCO a initié en 2014 le projet « Améliorer le soutien et la participation des enseignants aux Groupes d'éducation locaux », financé par le Partenariat Mondial pour l'Éducation, en partenariat avec l'Internationale de l'Éducation.
La réunion de restitution des 19 et 20 avril 2017 au siège de l'UNESCO a pour objectif de générer des propositions et recommandations relatives aux moyens d'assurer la formation et l'encadrement des enseignants. Ces idées permettront de renforcer la capacité des enseignants à participer au dialogue social et aux processus de la politique de l'éducation. Les participants de la réunion sont des dirigeants de syndicats d'enseignants œuvrant au niveau national ou régional, des enseignants de l'enseignement primaire et secondaire, des membres du personnel du Ministère de l'éducation et des sports et de la Commission des services d'éducation, des gestionnaires et formateurs confirmés et des partenaires de développement et des organisations non gouvernementales ou privées s'occupant des politiques du secteur de l'éducation.
Les conclusions de la réunion serviront à la réalisation d'une ébauche d'un projet de « Cadre d'orientation pour le développement des capacités des enseignants au dialogue social et aux processus de formulation des politiques de l'éducation » qui servira de guide aux acteurs concernés en vue de la participation des enseignants au dialogue social et aux politiques de l'éducation.

Vous pouvez suivre la réunion de restitution sur Twitter et Facebook via l'hashtag #SocialDialogue.

L'ordre du jour du forum vous est également accessible au début de l'article.

BLOQUEZ VOTRE AGENDA !

Réunion annuelle et 10e Forum de dialogue politique de l'Équipe spéciale internationale sur les enseignants

Lomé (Togo), 18-21 septembre 2017

L'Équipe spéciale internationale sur les enseignants de l'UNESCO organisera sa réunion annuelle et son 10e forum de dialogue politique à Lomé (Togo) du 18 au 21 septembre 2017.

Le forum portera cette année sur le thème : « Enseigner : une profession », un concept essentiel dans les dispositions sur les enseignants dans l'agenda Éducation 2030 et de la cible sur les enseignants des objectifs de développement durable (ODD) correspondant à l'ODD 4.c.

Près de 350 participants (sur invitation uniquement) - délégués des pays membres de l'Équipe Spéciale, représentants d'organisations intergouvernementales et non-gouvernementales, enseignants et éducateurs, chercheurs, décideurs politiques, représentants de syndicats d'enseignants – se pencheront sur ce thème à travers des séances plénières des ateliers.

Afin de faciliter l'organisation de l'événement, les inscriptions seront clôturées le 30 juin 2017. L'Équipe spéciale internationale sur les enseignants ne prend pas en charge les frais de déplacement et de séjour des participants, sauf cas exceptionnels.

Merci de réserver dès à présent les dates du 10e forum de dialogue politique dans votre agenda. Le programme détaillé ainsi que les informations pratiques pour votre inscription vous seront communiqués très prochainement. Dans l'attente, merci d'adresser toute demande d'information complémentaire à : Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.

 

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Annual meeting and 10th Policy Dialogue Forum of the International Task Force on Teachers

Lomé (Togo), 18-21 September 2017


The International Task Force on Teachers of UNESCO will be holding its annual meeting and 10th Policy Dialogue Forum in Lomé (Togo) on 18-21 September 2017.

This year's Forum will focus on the theme: "Teaching: a Profession", an essential concept in the provisions on teachers in the Education 2030 Agenda and the target on teachers in the Sustainable Development Goals (SDGs) – SDG 4.c.

Approximately 350 participants (by invitation only) - delegates from Member States, representatives of intergovernmental and non-governmental organizations, teachers and educators, teachers' union representatives, researchers, policy makers, - will address this topic in plenary sessions and thematic working groups.

In order to facilitate the organization of the event, registration will be closed on 30 June 2017. The International Task Force on Teachers does not cover costs of travel and accommodation of participants, except for specific cases.

Please save the dates of the 10th Policy Dialogue Forum in your calendar. The detailed programme and practical information for your registration will be available very soon. In the meantime, please send any requests for further information to: Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.

Paris, 7 February, 2016 – Contributing expertise to respond to the global teacher challenges is what drives countries and organizations to join the TTF. Finn Church Aid (FCA) is doing right that. Solicited by the TTF Secretariat on a request from the Ministry of Education of Eritrea, the management of this NGO is willing to take up the role of implementing partner for the TTF response. Eritrea is aiming to develop a comprehensive teacher policy, supported by a robust teacher management information systems and a better teacher training programme. Through a planning meeting in Paris during the UNESCO Mobile Learning Week, the three parties will define the details of the interventions. This is how the TTF and its members are contributing to the realization of SDG4.c whereby the global community committed to: “by 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States”.

With several years of field presence in Eritrea, and being the only international NGO on the ground, FCA has extensive experience working in SSA and in the area of teacher development to carry out the mandate of the TTF in this country. The TTF initiative on Teacher Management in Crisis and Emergency Situations aims to apply this partnership model in other settings.
Le 8e forum de dialogue politique sur le thème « La mise en œuvre de la cible sur les enseignants dans les objectifs de développement durables (ODD) et l'Éducation 2030 » s'est tenu à Mexico du 15 au 17 mars 2016. L'emphase a été mis sur le partage de politiques publiques, d'outils et d'expériences pertinentes entre les principaux acteurs internationaux de manière à faciliter la compréhension, la mise en place et le suivi des cibles liées aux enseignants des ODD et du nouvel agenda en éducation.

Les discussions se sont articulées autour de quatre sous-thèmes :
  1. La formation des enseignants
  2. L'enseignement et l'apprentissage
  3. Le financement de l'enseignement et le développement des enseignants
  4. Le suivi et l'évaluation du développement des enseignants
Le sommaire des discussions est disponible dans le rapport final du 8e forum de dialogue politique téléchargeable ci dessous en version anglaise. La version française sera disponible très prochainement.

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Déclaration de Mexico

novembre 21 st, 2016.

Lors de la dernière session en plénière du 8e forum de dialogue politique, les participants ont unanimement adopté la Déclaration de Mexico sur les enseignants pour Éducation 2030

La déclaration a réaffirmé l'importance du développement et du soutien professionnel ainsi que de l'utilisation des TIC en tant que moyens essentiels de combler les lacunes en termes de nombre et de qualité des enseignants pour atteindre l'ODD 4. La cible relative aux enseignants souligne la nécessité « D'ici à 2030, d'accroître considérablement le nombre d'enseignants qualifiés, notamment au moyen de la coopération internationale pour la formation d'enseignants dans les pays en développement, surtout dans les pays les moins avancés et les petits États insulaires en développement ».

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The 8th Policy Dialogue Forum on "Implementing the Teacher Target in the Sustainable Development Goals and Education 2030" was held in Mexico City from 15 to 17 March 2016. The forum aimed at sharing relevant policies, practices and tools among international key stakeholders with a view to facilitating the understanding, implementation and monitoring of the teacher-related target in the SDGs and new the education agenda.

The discussions at the forum were organized around four sub-themes:
  1. Teacher education (pre-service, in-service and professional development; innovation and pedagogy)
  2. Teaching and learning
  3. Financing teaching and teacher development
  4. Monitoring and evaluation in teacher development
Summaries of the discussions are presented in the Final Report for the 8th International Policy Dialogue Forum available on our website.
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Mexico declaration

novembre 21 st, 2016.
At the final plenary session of the 8th Policy Dialogue Forum, participants unanimously adopted the Teachers for Education 2030: Mexico Declaration

The declaration affirmed the importance of professional development and support and use of ICTs as vital to bridge gaps in teacher supply and quality in order to achieve SDG 4. The teacher target calls for the need to "By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States."

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Depuis l'adoption des ODD et du Cadre d'action de l'agenda Éducation 2030, l'intention de l'Équipe spéciale internationale sur les enseignants est d'utiliser la plateforme de ses forums annuels de dialogue politique - son programme phare - pour étudier le sens et les enjeux de la cible concernant les enseignants, notamment son importance pour les autres cibles de l'ODD 4 et, plus largement, sa relation avec les autres ODD pour ses membres et partenaires. À cette fin, elle a choisi de concentrer son 9e Forum de dialogue politique sur la motivation des enseignants, l'un des concepts clés des dispositions sur les enseignants dans la Déclaration d'Incheon citée plus haut.

Le thème du forum est le suivant : « La motivation des enseignants : que savons-nous et de quoi avons-nous besoin pour réaliser l'agenda pour l'Éducation 2030 ? ». Le but est de faire le point sur ce que la recherche dit sur la motivation des enseignants, sur ce que font les gouvernements pour attirer et retenir de bons enseignants (pour tous les niveaux et types d'éducation), sur ce que les enseignants veulent et ce dont ils ont besoin pour être motivés et à leur tour, motiver les apprenants pour obtenir des résultats d'apprentissage efficaces.

Plus de 300 participants de toutes les régions, dont des décideurs, des praticiens, des chercheurs et des partenaires du secteur du développement, aborderont les questions ci-dessus à travers quatre sous-thèmes par des discours, des présentations et des discussions en plénière et en groupe. Les discussions de groupe seront organisées autour des quatre sous-thèmes suivants avec l'utilisation des résultats de recherche existants, des données disponibles et des exemples de bonnes pratiques dans différents contextes :
  1. La motivation et la formation des enseignants
  2. La motivation des enseignants et leurs conditions de travail
  3. La gouvernance scolaire et la motivation des enseignants
  4. Le profil des enseignants, celui des apprenants et la motivation des enseignants

Vous trouverez davantage d'informations au sujet du 9e forum de dialogue politique sur le site : http://www.teachersforefa.unesco.org/v2/index.php/en/siem-reap-cambodia-december-2016
Since the adoption of the SDGs and the Framework for Action of Education 2030 Agenda, the objective of the International Task Force on Teachers is to use the platform of its annual policy dialogue fora – its flagship programme – to unpack the meaning and implications of the teacher target and its importance to the other SDG4 targets and the overall SDGs to its members and partners. To this end, it has chosen to focus its 9th Policy Dialogue Forum on teacher motivation, one of the key concepts in the provisions on teachers in the Incheon Declaration cited above.

The theme of the forum is as follows: "Teacher Motivation: What do we know and what do we need to achieve the Education 2030 Agenda?" The aim is to take stock of what research says about teacher motivation, what governments do to attract and retain good teachers (for all levels and types of education), what teachers want/need to be motivated, and in turns motivate learners for effective learning outcomes.

Over 300 participants from all regions, including policymakers, practitioners, researchers and development partners will address the above through four sub-themes and through keynote speeches, panel presentations, and discussions in plenary and group sessions. The group discussions will be organized around the following four sub-themes with the use of existing research findings, available data and examples of good practice in different contexts:
  1. Motivation and Teacher Education
  2. Teacher Motivation and Teachers' Working Conditions
  3. Education Governance and Teacher Motivation
  4. Teachers and Learners Profiles and Teacher Motivation

More information about the 9th Policy Dialogue Forum is available here: http://www.teachersforefa.unesco.org/v2/index.php/en/siem-reap-cambodia-december-2016
On line with the Sustainable Development Goals, for which governments and partners committed to "ensure quality education and learning opportunities throughout life for all" and agreed to make teachers the priority of their education programs, UNESCO is a privileged place to share experiences on innovative practices including on teacher training.

This is why UNESCO hosted on Tuesday, June 28 a meeting of the Strategic Orientation of the Network of Schools Superiors of the Teaching and Education (ESPE) of France, in the presence of his Excellency Mr. Laurent Stefanini, Ambassador, Permanent Representative of France to UNESCO, and Edem Adubra, Head of the Section for Teacher Development at UNESCO.
The ESPE welcome students aiming for careers in teaching and education and offer competitive examination training.
They also organize training activities for teaching staff of the first and second degree and education personnel. Finally, they participate in the initial and continuing training of higher education teachers/researchers. The ESPE also participate in educational research and will ensure the dissemination, development and promotion of innovative methods. They thus promote transfer processes between research and professional practice.

This meeting was dedicated to reflection on the linkage between research, training and field. COS, which deals with practitioners'questions, is responsible for conducting a reflection on the school development strategy in the mid-term (in the next ten years). The choice of France to include the initial and continuing training of all teachers in a professional university education means thinking this articulation and interaction between these three levels. Developing and structuring research in education - and UNESCO already contributes largely in France by supporting several chairs, including those in Lyon and Marseille - is a very important issue. This session was organized with these issues in mind, starting with practitioners and researchers' questions at stake.

This meeting was attended by directors of ESPE, representatives of the Ministry of Education, university presidents, school supervisors, representatives of national and international education associations.
Four speakers presented paths to examine to think further about the approaches to take for research in education, including on the universitisation of teacher training. This issue is a strong one in all countries and includes a reflection on what the university can make to help thinking about training; the teaching profession ; and education issues; how to structure organizations in a sector which is important ( as much as the health sector eg ) to make them more visible internally and externally; work to carry on the development and structuring of research in education, which is a crucial part of ESPE missions.

Different orientations and paths to remember about education research and its links with training and land were discussed afterwards:
- An education research is a one going beyond educational sciences (different disciplines, neuroscience, sociology, etc.);
- Interest to have different tools involving different stakeholders (government, academy - employers, regions, etc.): what type of linkages can be done, how is everyone involved;
- Need to express and define needs: in the field and from researchers
- linkages between research and training ;
- The role of the ESPE;
- Research dimension to assert in any school project;
- Expertise: establishing a network of experts in the field;
- Issue of funding for research in education
- Role of education bodies and education research;
- Publishing and communication: go towards an international level in English

To close the meeting, His Excellency the Ambassador encouraged the R-ESPE to be a more international network, which confronts other experiences, coming out of its borders, starting with Francophone Africa.

The next meeting of the COS will focus on the theme of "professionalism."
Dans la continuité des Objectifs de Développement Durables où les gouvernements et les partenaires se sont engagés à « garantir une éducation de qualité et des possibilités
d'apprentissage tout au long de la vie pour tous » et en accord avec le fait de faire des enseignants la priorité de son programme d'éducation, l'UNESCO se veut un lieu d'échange d'expériences sur des pratiques innovantes notamment sur la formation des enseignants.

C'est pourquoi l'UNESCO a accueilli dans ses locaux le mardi 28 juin la réunion du Conseil d'Orientation Stratégique du Réseau des Ecoles Supérieures du Professorat et de l'Education (ESPE) de France, en présence notamment de S. Exc. M. Laurent Stéfanini, Ambassadeur, Délégué permanent de la France auprès de l'UNESCO et du Chef de la section pour le développement des enseignants à l'UNESCO.
Les ESPE accueillent les étudiants se destinant aux métiers du professorat et de l'éducation et proposent des formations de préparation aux concours de recrutement.
Elles organisent par ailleurs des actions de formation continue pour les personnels enseignants du premier et du second degré et les personnels d'éducation. Enfin, elles participent à la formation initiale et continue des personnels enseignants-chercheurs de l'enseignement supérieur. Les ESPE participent également à la recherche en éducation et assureront la diffusion, le développement et la promotion de méthodes pédagogiques innovantes. Elles favorisent ainsi les processus de transferts entre recherche et pratiques professionnelles.

Cette réunion fut consacrée à la réflexion sur l'articulation recherche, formation et terrain. Le COS, qui traite des questionnements des praticiens, est chargé de mener une réflexion sur la stratégie de développement des écoles dans une perspective à moyen terme (dans les dix prochaines années). Le choix de la France d'inscrire la formation initiale et continue de tous ses enseignants dans une formation universitaire professionnelle implique de penser cette articulation et les interactions entre ces trois niveaux. Développer et structurer la recherche en éducation – et l'Unesco y contribue déjà très largement en France en soutenant plusieurs chaires, dont celles de Lyon et de Marseille – est un enjeu très important et c'est dans cette perspective que fut programmé cette séance, partant des interrogations des praticiens et des chercheurs.
Cette réunion a rassemblé des directeurs d'ESPE, des représentants du Ministère de l'Education Nationale, des présidents d'Université, des personnels de l'encadrement scolaire, des représentants d'associations nationales et internationales de l'Education.
Quatre intervenants se sont succédées durant cette réunion dans le but de présenter des
pistes à examiner pour réfléchir aux orientations à donner à la recherche en éducation, notamment sur l'universitarisation de la formation des enseignants, question forte dans tous les pays avec notamment une réflexion sur ce que l'université peut apporter pour aider à penser la formation, le métier d'enseignant, et les questions d'éducation ; comment structurer les organisations d'un secteur qui est important, autant que celui de la santé par ex., les rendre plus visibles à l'interne et à l'externe ; le travail à mener sur le développement et la structuration de la recherche en éducation qui fait partie intégrante des missions des ESPE.

Différentes pistes à retenir sur la recherche en éducation et son articulation avec la formation et le terrain furent évoquées par la suite :
- une recherche en éducation est une recherche bien au-delà des sciences de l'éducation (les différentes disciplines, les neurosciences, la sociologie, etc.) ;
- intérêt d'avoir différents outils, impliquant différents acteurs (État, académie — employeur, régions, etc.) : quelle articulation, comment chacun intervient ;
- nécessité de l'expression et de la définition des besoins : des terrains d'une part, des chercheurs d'autre part,
- lien formation recherche ;
- le rôle de l'ESPE;
- dimension recherche à affirmer dans tout projet d'établissement scolaire ;
- expertise : mettre en place un réseau d'experts pour le terrain ;
- question des financements pour la recherche en éducation
- place des organismes et de la recherche en éducation au sein de ceux-ci ;
- publication et communication : aller vers un niveau international en langue anglaise

Pour clôturer cette réunion, Son Excellence M. l'Ambassadeur a souhaité inciter le R-ÉSPÉ à être un Réseau de plus en plus international, qui se confronte à d'autres expériences, en sortant de ces frontières, en commençant par les terrains de l'Afrique francophone.

La prochaine réunion du COS portera sur le thème de la « professionnalité ».


The International Task Force on Teachers (Teacher Task Force) organized the 8th Policy Dialogue Forum in Mexico City in March 2016. Policymakers, practitioners, teachers, researchers and partners from development agencies, civil society organizations and the private sector from all regions of the world assembled and discussed the implementation of the Teacher Target of the Sustainable Development Goals (SDGs) and Education 2030 Framework for Action around the four sub-themes:

1) Teacher education (pre-service, in-service and professional development; innovation and pedagogy);
2) Teaching and learning;
3) Financing teaching and teacher development; and
4) Monitoring and evaluation in teacher development;

At the session on sub-theme "financing teaching and teacher development", Ms. Teopista Birungi Mayanja (Deputy Director of Education Services, Uganda) made a presentation on the works of the International Commission on Financing Global Education Opportunity (the Education Commission) and left the participants with 5 questions to provide feedback on.

The Secretariat of Teacher Task Force circulated the questionnaire to its members and partners and collected the following responses from them. Responses are available.
At the end of the 8th Policy Dialogue Forum, the members and partners of the Teacher Task Force adopted the outcome document "Teachers for Education 2030: Mexico Declaration" (see annex), which affirms the necessity to "support the Teacher Task Force to engage in international dialogue on financing of education, including with the International Commission on the Financing of Global Education Opportunities ... to reinforce the necessity of financing quality teaching and teacher development as a sustainable strategy for achieving the SDGs". The Teacher Task Force, with its members and partners, has committed to implementing this action.

The Teacher Task Force secretariat thanks the members and partners who took time to prepare and share their responses. They include: Ms. Helen Abadzi (University of Texas at Arlington, USA); Mr. Yaw Afari Ankomah (University of Cape Coast, Ghana); Ms. Véronique Attias-Delattre (IRG, France); Mr. Chrispen Chiome (Open University, Zimbabwe); Mr. Girmai Gebrehiwet Atsbeha (Eritrea); Mr. Jarret Guajardo (Teacher Motivation Working Group and Save the Children US); Mr. Abdelhaq El Hayani (Ministry of Education and Vocational Training, Morocco); Ms. Marcia Potter (Ministry of Education and Culture, British Virgin Islands); Ms. Sylvia Irene Schmelkes del Valle (Instituto Nacional para la Evaluación de la Educación, Mexico); Mr. Paulo Speller (Organización de Estados Iberoamericanos para la Educación, Ciencia y Cultura); and Ms. Katja Steurer (European Commission).

International conference examines the use of contract teachers in sub-Saharan Africa


A conference to take stock of the reliance on contract teachers in sub-Saharan Africa is being held in Addis Ababa, Ethiopia from 20-24 June 2016.



Worldwide the number of out-of-school children has fallen by 50 per cent leading to a growing demand for new teachers. This gap is often filled by recruiting contract teachers i.e. those teachers who work outside an “employment relationship”, are hardly trained to be teachers, receive a salary but have no other benefits like paid leave, pension or health insurance.
As a result, not all learners are taught by teachers with the appropriate training, professional qualification and motivation and the teaching force itself includes individuals with a diversity of support and status. 

The phenomenon has taken on significant proportions in sub-Saharan Africa where governments, development partners, teacher educators and researchers, teachers and teacher organizations, communities, parents and students themselves are concerned by the profile of the individuals entrusted with education in schools. 

The International Conference on the Use of Contract Teachers, which expects more than 100 participants, will examine findings from a review carried out on the use of contract teachers in 25 countries in sub-Saharan Africa. 
“Understanding the issue of contract teachers is a key to developing the body of professionals required to deliver education opportunities for all in Africa, and the conference offers the opportunity to share experiences among education professionals and policy-makers in the region and other regions of the world,” says Edem Adubra, UNESCO Chief of Section of Teacher Development and Secretariat of the International Task Force on Teachers.

The conference is jointly organized by the Teacher Task Force, the UNESCO International Institute for Capacity Building in Africa (IICBA), the African Union Commission, the Organisation International de la Francophonie (OIF), the Association for the Development of Education in Africa (ADEA) and Education International (EI).

Teachers central to achieving Education 2030 Agenda

The five-day event will include group sessions on pre-service and in-service teacher training, financing education focusing on the use of contract teachers, recruitment and deployment of teachers, evaluation of the performance of teachers, promoting social dialogue on teachers and teaching and teacher motivation
 
UNESCO and the International Teacher Task force work together to address the “teacher gap” Every three years UNESCO and the International Labour Organization (ILO) meets to monitor the application of the UNESCO/ILO Recommendation concerning the Status of Teachers (1966) and the UNESCO Recommendation concerning the Status of Higher Education Teaching Personnel (1997).

To raise the profile on teaching issues every year on 5 October UNESCO celebrates World Teachers’ Day along with its partners ILO, UNDP, UNICEF and Education International.

Every two years UNESCO awards the UNESCO-Hamdan bin Rashid Al-Maktoum Prize for Outstanding Practice and Performance in Enhancing the Effectiveness of Teachers to three  projects which aim at improving worldwide the performance and effectiveness of teachers. 

Teachers are central to the provision of quality education which, in turn, is key to the realisation of the new Education 2030 Agenda and Sustainable Development Goal 4. The goal, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” can only be achieved if educational systems are supported by a qualified teaching force. 



2
The growth of primary education in many countries is putting pressure on the secondary education to expand in terms of supplying the appropriately qualified teachers. Planning for the  management of secondary education is a complex task which requires the relevant technical and professional skills. To that effect, the IIEP is offering an online course on Secondary Teacher Management from 10 October to 12 December 2016.
Following the link: https://app.wizehive.com/appform/login/IIEPOnline_Teacher2016 to apply for this course before 11 July 2016.  Get more information about the course at: http://www.iiep.unesco.org/en/secondary-teacher-management-english-3315.
The Teacher Task Force organizes an international conference of the Use of Contract Teachers in Addis Ababa (Ethiopia) from 20 to 24 June 2016.

Informed teacher policy making is essential for effective and sustainable implementation and the efficient management of the teacher stock. In order to define the long-term need for "qualified, professionally-trained, motivated and well-supported" teachers, the nature, scope and levels of their training and qualifications, it is important to take stock of the current situation.
The conference aims to provide knowledge sharing opportunities on the status of various contract types of teachers within educational systems in sub-Saharan Africa and in other regions of the world.

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.

This review will include reports from 25 countries on the use of contract teachers, which are based on responses to a questionnaire developed by the TTF and a summary of the 25 national reports (performed after the International Conference).

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 teachers
- recruitment and deployment of teachers
- evaluation of the performance of teachers
- promoting social dialogue on teachers and teaching
- teacher motivation

Overall 100 participants are expected from the participating countries and other regions of the world.

The concept note is available.

L’équipe spéciale internationale sur les enseignants organise une conférence internationale sur l’emploi des enseignants contractuels à Addis-Abeba (Ethiopie), du 20 au 24 juin 2016.

L’élaboration des politiques enseignantes basées sur l’évidence est essentielle pour la mise en œuvre efficace et durable et pour la gestion efficace du corps enseignant. Afin de définir le besoin à long terme en « enseignants qualifiés, professionnellement formés, motivés et bien pris en charge », la nature, la portée et les niveaux de formation et de qualification, il est important de faire le point sur la situation actuelle.
L’objectif de cet événement sera alors de partager les résultats de la revue de l’emploi des enseignants contractuels en Afrique subsaharienne d’échanger des connaissances sur les politiques et pratiques liées à l’emploi des enseignants contractuels avec les parties prenantes de la question, venant d’Afrique et d’autres régions du monde.

La revue de l’emploi des enseignants contractuels vise à :

a. Faire un état des lieux de l’emploi des enseignants par types de contrat (voir, la définition de travail des enseignants contractuels, et des enseignants avec des affectations à durée indéterminé)6
b. Documenter : (i) la nature et les effets de divers statuts d’enseignants sur les systèmes éducatifs ; et (ii) perceptions concernant les enseignants contractuels, en particulier sur leurs conditions de vie et de travail, la motivation, la satisfaction et l'identité professionnel
c. Identifier les bonnes pratiques en ce qui concerne la professionnalisation des enseignants contractuels ; et les opportunités pour le développement professionnel
d. Proposer des choix de politiques appropriées pour améliorer le statut professionnel des enseignants, et identifier des pistes pour la professionnalisation des enseignants contractuels, le recrutement, le déploiement des enseignants formés et qualifiés pour tous les apprenants et le dialogue social pour offrir des conditions de travail adéquates aux enseignants.
 
Cette revue comprendra les rapports des 25 pays sur l’emploi des enseignants contractuels (réalisé en réponse à un questionnaire développé par l’Equipe Internationale sur les enseignants) ainsi qu’une synthèse des 25 rapports nationaux (réalisée après la Conférence Internationale).

Des séances de travaux de groupe sont également prévues lors de cet événement autour des thèmes suivants :
-          Formation initiale et continue des enseignants
-          Financement, avec l’accent sur l’utilisation des enseignants contractuels
-          Recrutement et déploiement des enseignants
-          Evaluation des performances des enseignants
-          Motivation de l’enseignant
-          Promouvoir le dialogue social sur les enseignants et l’enseignement

Globalement, une centaine de participants des différentes régions du monde et des pays participants y est attendue.

La note conceptuelle est disponible ci-dessus.
Addis Ababa 31 January 2016- The African Union Heads of State and Government during their Twenty-Sixth Ordinary Session on 31 January 2016 in Addis Ababa adopted the Continental Education Strategy for Africa (CESA 2016-2025) as the framework for transformative education and training system in Africa; in relation with objective 4 of the sustainable development goals. They immediately called upon the Member States, RECs, Partners, Private Sector, and NEPAD to popularize and raise awareness on CESA 2016-2025 and develop implementation plans, and mobilize domestic resources for its implementation; and to collaborate with the Commission towards the implementation of the CESA.  Get more information from here.
Members of the TTF networks and experts from around the world will soon gather in Mexico for the First ever Policy Dialogue Forum of the International Task Force on Teachers to be held in the region of Latin America and the Carribean. It will thus be an excellent opportunity for all the participants to get more familiar with the challenges that are faced in the region regarding Teacher policies. To prepare for those discussions, we are lucky to be able to rely on a recent in-dept report by the World Bank titled: "Great Teachers: How to Raise Student Learning in Latin America and the Caribbean".

The refocus on teachers and teaching quality is a worldwide trend and the LAC region also withnesses efforts to put performance and quality under greater scrutinity. The report strives to benchmark current LAC teachers performance and it disseminates evidence about early results of current reforms in teacher policy. The focus is on basic education. 

We are already looking forward to the construtive discussions to be held during the Forum!
The 8th Policy Dialogue Forum of the TTF will take place in Mexico City from 15 to 17 March 2016. The Forum will be preceded on 14 March by the annual meeting of the TTF and a regular session of its Steering Committee who will take important decisions regarding the reorientation of the partnership to respond to the SDGs and Education 2030.

The main focus will be on sharing relevant policies, practices and tools among international key stakeholders with a view to facilitating the understanding, implementation and monitoring of the teacher-related target in the SDGs and new the education agenda.

The TTF has chosen to concentrate on the theme:
Implementing the Teacher Target in the Sustainable Development Goals and Education 2030

At the Forum, discussions will be organized around the following four sub-themes:
  1. Teacher Education (pre-service, in-service and professional development; innovation and pedagogy);
  2. Teaching and Learning;
  3. Financing teaching and teacher development; and
  4. Monitoring and evaluation in teacher development;
Altogether, with around 100 national participants from Mexico, nearly 300 participants are expected to attend the Forum and other related events taking place in Mexico. This includes a diverse representation of national governments, global and regional intergovernmental organizations, international nongovernmental organizations, teacher organizations and associations, development agencies, private companies and foundations. International experts will also participate.

The concept note, the agenda, the registration form and other relevant materials are available on the TTF Website :
  • Concept note (under construction) 
  • Agenda (under construction)
  • Registration Form (IMPORTANT : Registration is open to participants with official invitation letters only)

Le 8e Forum de DIalogue politique se tiendra à Mexico du 15 au 17 mars 2016. Le Forum sera précédé de la réunion annuelle des membres de l'Équipe spéciale et d'une rencontre du Comité directeur qui prendra des décisions importantes sur l'avenir de notre partenariat à l'ère des Objectifs de développement durables et Éducation 2030

L'emphase sera placée sur le partage de politiques publiques, d'outils et d'expériences pertinentes entre les principaux acteurs internationaux de manière à faciliter la compréhension, la mise en place et le suivi des cibles liées aux enseignants des ODD et du nouvel agenda en éducation. 

L'Équipe spéciale a choisi de se concentrer sur le thème:
La mise en oeuvre de la cible sur les enseignants dans les objectifs de développement durables (ODD) et l'Éducation 2030

Au Forum, les discussions s'articuleront autor de quatre sous-thèmes :

  1. L
  2. Enseignement et apprentissage;
  3. Financer l'enseignement et le développement des enseignants; et
  4. Effectuer le suivi et l'évaluation de développement des enseignants.
En tout, en comptant 100 participants nationaux mexicains, près de 300 participants sont attendus au Forum. Cela inclu des représentants de gouvernements nationaux, des organisations intergouvernementales régionales et mondiales, des ONG internationales, des organisations et des associations d'enseignants, des compagnies privées et de fondations. Des experts internationaux vont aussi prendre part à l'événement. 

La note conceptuelle, l'ordre du jour et le formulaire d'inscription sont disponibles sur le site Internet de l'Équipe spéciale:
  • Note conceptuelle (en construction)
  • L'ordre du jour (en construction)
  • Le formulaire d'inscription (IMPORTANT : Seuls les participatns disposant d'une lettre d'invitation officielle peuvent s'inscrire) 

 

Teddy Mutoni and colleagues from Luigi Giussani Institute of Higher Education (LGIHE) in Uganda organized and conducted a successful teacher motivation webinar in November 17, 2015 focusing on: Evaluating a School-Based Teacher Training Program in Uganda through the Luigi Giussani Institute of Higher Education.

During the discussions the Luigi Giussani Institute of Higher Education (LGIHE), was described as "a hub of innovative resources playing a major role in revitalizing quality education in Uganda and beyond mainly through teacher motivation". Teddy Mutoni and (LGIHE) and colleagues presented their experience with the institutes as well as evaluation findings as they relate to taking into account teacher motivation as a critical mediator of teacher training program outcomes.

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Zim_University.pngThe demand of teachers in Sub-Saharan Africa continues to grow as many African Children get opportunity to enjoy their fundamental Universal right to Education.

UNESCO (2000) indicated that Africa would need to increase teaching workforce by one-third of its current 3.1 million teachers, in order to address the shortage of teachers by 2030.

Against this background, the Department of Teacher Development in Zimbabwe Open University is organizing the 1st International Conference on Teacher Development through ODL, to be held at Rainbow Towers in Harare Zimbabwe, on 17-17 March 2016.

The goal of this conference is to offer a world-wide connection between Teachers, Students, Researchers, Lectures and key education stakeholders from wide range of academic fields and backgrounds interested in exploring and sharing their practice on teacher development through ODL.

EDUCATION AT GLANCE 2015

novembre 24 th, 2015.
Director of the OECD Directorate for Education and Skills Andreas Schleicher will present the latest data on the state of education around the world.

The live Webinar will take place on Tuesday 24th November 2015 at 17:00 Paris time.

The presentation will provide data on the structure, finance and performance of education systems in the OECD’s member countries and some partner countries.

Nous voulons vous aviser du fait que le pays hôte a fait parvenir une lettre datée du 17 novembre 2015 à la directrice générale de l'UNESCO l'informant de la décision du gouvernement du Venezuela de reporter la réunion de l'Équipe spéciale sur les enseignants et le Forum de dialogue politique qui devaient se tenir du 14 au 17 décembre 2015 à Caracas (Venezuela).

Nous vous demanderions de bien vouloir suspendre votre préparation à la participation aux réunions aux dates que nous vous avions communiquées. Nous tenons aussi à nous excuser pour tout désagrément encouru. Merci de partager ces informations avec les autres membres du réseau de l'Équipe spéciale qui sont en train de préparer leur voyage.

Nous vous informerons de tout nouveau développement dès que possible.

Secrétariat de l'Équipe spécial sur les enseignants
Be advised that the host country sent a letter dated 17 November 2015 to the Director General of UNESCO, informing her that the Government decided to postpone the annual meeting of the Teacher Task Force and the Policy Dialogue Forum, which were initially planned on 14-17 December 2015 in Caracas (Venezuela).

We would like to kindly request that you suspend the preparation to participate in the meetings on the initial dates we gave you. Apologies for any inconveniences.

We will inform you of further developments as they are available.

International Teacher Task Force Secretariat

Saudi Arabia to Back the Teacher Task Force

novembre 06 th, 2015.
An agreement to support the programme of the International Teacher Task force has been signed by the minister of Education of Saudi Arabia, Dr Azzam bin Mohammed, and the UNESCO Director-General, Irina Bokova.

Through the Regional Centre for Quality and Excellence in Education, Riyadh will finance the Global Report on the Teaching Profession, a synthesis that will cover the formation and the working conditions of teachers in 27 countries around the world.

The Centre aims at disseminating the culture of quality and excellence in educational systems through developing policies based on the best international experiences and research findings, an ambition shared wholly by the Teacher Task Force.
Africa suffers from a teacher shortage and those in post often lack qualifications. Poor working conditions and salaries for teachers no doubt play a major role in the problems of the African education systems. In spite of many studies done and many symposia held, a solution still looks far off.

This is why the Commission of the African Union wishes to recruit 2 highly qualified African experts to carry out a survey of teachers' working conditions and propose a way forward towards raising the status of the African teacher.

Deadline for submissions is Friday, November 6.

For more information, please follow this link.

Newsletter Novermber 2015 is now available!

octobre 30 th, 2015.
The TTF Newsletter for November 2015 is now availabe both in English and French.
Initial information on the annual meetings in December is provided.
We are looking forward to receiving more news from our network. 
To send you news, please contact:  Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.  

L'édition du novembre 2015 de la lettre d'information de l'Equipe Speciale est disponible. 
Des informations préliminaires sur les réunions annuelles de décembre y sont fournies.
Merci de nous envoyer aussi vos contributions à :  Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.  

TTF Newsletter November 2015 Eng-1

Newsletter November 2015


- English icon-9
- Français icon-9 

The utility of observational tools in LAMIC classrooms: 
the Teacher Instructional Practices and Processes System (TIPPS)

As a part of the Teacher Motivation Working Group webinar sereis, taken place on 21 October 2015, Edward Seidman, Mahjabeen Raza and Sharon Kim have presented on a tool they have developed to observe classroom practices and dynamics in Low and Middle Income Countries (LAMICs). This was of special interest to those working on monitoring change in classroom practices as well as coaching & mentoring. 

If you missed the session, please find the link to the webinar recording, here icon-1

As I drove on the morning of 5 October, I heard on the radio someone describe World Teachers day as the day you hug a teacher. After hearing that I felt the need to write this entry to remind readers that October 5, 1966, marks the day representatives of UNESCO and International Labour Organization signed the "Recommendation concerning the Status of Teachers".
Teacher Shortage
World Teachers day 2015 was the 21st anniversary of celebrating the adoption of the ILO/UNESCO Recommendation concerning the status of teachers on October 5 concerning the status of teachers on October 5, 1966 during the closing session of the Special Intergovernmental Conference on the Status of Teachers in Paris, France. The purposes of the Recommendation document included recognizing the diversity of standards worldwide and calling for a set of common supplementary standards and measures as part of a 'remedy' to the problems of global teacher shortage. Fifty years later as we enter the Education 2030 era when the projected teacher shortage gap approached 27.3M the International Council on Education for Teaching (ICET) is beginning to ponder ways of supplementing existing the standards with a role for teacher leaders as a remedy to the existing and future problems of teacher shortage within the US.

We need to Pay attention to Retention

The most obvious response to address a teacher shortage is to train more teachers. However, that ignores the very real fact that teaching has a high attrition rate. UIS estimates indicate that attrition accounts for 65% (2.6 million) of the 2015 gap, and 87.5% (23.9 million) of the 2030 gap. Education International estimates that 150,000 new teachers are being trained each year in the US, yet within the first five years of service, half of them quit. Annually a half a million teachers either move or leave the profession, costing the United States up to US$2.2 billion. From the learner's perspective, the disproportionately high attrition rates in high-need schools incur the serious cost of a reduced capacity to ensure equitable quality education and lifelong learning for all.

Teacher Leaders a Sustainable Approach to the Teacher Shortage

The guiding principles of the Recommendation concerning the Status of Teachers included the use of measures to address the teacher shortage that do not detract from or endanger in any way professional standards already established or to be established and which minimize educational loss to pupils. Teacher Leaders, an unknown concept in 1966, provides a means to empower early stage teachers and provide a sustainable solution to address the Teacher Gap in the US and beyond. 2015 is the year for teacher leaders to emerge to develop contextualized responses to address local teacher gaps. I look forward to seeing who emerges and learning about what they implement.

Starting Strong: The First 90 Days Matters

Carnegie's Starting Strong package seeks to create a culture of classroom success by developing a "growth mindset" among students commencing Community College. A First 90 Days Teacher Development Program would seek to adopt a similar approach for reducing the risk of attrition among teachers entering the profession. Education International identifies concerns over working conditions and work-life balance, a lack of training and support during the first five years of teaching represent major reasons why teachers leave the profession. Perceptions of ineffectiveness are often cited as reasons for leaving the profession. The First 90 Days program could create an online support system where Early Stage Teachers can connect with Teacher Leaders and Peers to develop a growth mindset characterized by feelings of empowerment and plans on how they might take action to positively influence their classrooms and their own learning. If you are interested in becoming involved in developing this program, please feel free to contact me.

The Teacher Gap: A global problem

It seemed ironic that on World Teachers 2015 I also learnt of findings from the UK suggesting half of teachers are considering leaving the profession in the next two years. Key figures from the report included 53% of teachers are thinking of quitting in the next couple of years due to the "volume of workload" (61%) and "work/life imbalance" (57%). How can key stakeholders in education create the conditions for local teacher leaders to effectively address these concerns?

The 2015 Oslo Summit, "Education for Development" identified the need to invest in teacher education in order to substantially increase the supply of qualified teachers in developing countries, especially least developed countries and small island developing States. As we continue to learn of growing figures of teacher attrition in developed countries we also must continue to pay attention to retention. With this in mind the International Council on Education for Teaching is launching a campaign to 'Retain the Trained' in all UNESCO regions to raise awareness of the need for learners of all ages to have access to well-trained, professionally qualified, motivated and well supported educators. I look forward to hearing from you and discussing how you can support this initiative.

World Teachers day is a day we should celebrate our teachers for all they do for learners around the world. I am sure we can all recall one or more teachers who made a difference in your life. Maybe this year we could turn the tables and think about how we could make a difference in a teacher's life?

Article written by Professor James O'Meara,
President of the International Education Council for Teaching (ICET)
National Louis University
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La Délégation du Mexique, en partenariat avec les Délégations permanentes de la Namibie, de la Norvège, de l'Indonésie, de l'Égypte, d'Oman, du Nigeria, de la République démocratique du Congo et de l'Allemagne, ainsi que l'Équipe Internationale des Enseignants, a procédé au lancement du « Guide pour l'élaboration d'une politique enseignante », un évènement qui a eu lieu en salle XII, le 4 novembre dernier, en marge de la Conférence générale.

Sur la base des leçons tirées depuis sa création à Oslo en 2008, à travers l'étude des tendances des politiques et des pratiques des enseignants, l'Equipe Internationale des Enseignants a mobilisé ses ressources afin de développer le Guide pour le Développement des Politiques des Enseignants. Le but est de contribuer à atteindre la cible concernant les enseignants dans les objectifs du développement durable et le nouvel agenda sur l'éducation 2030, en mettant à disposition des États membres et des partenaires un outil qui facilitera le développement et l'examen des politiques nationales pour les enseignants. Le Guide est disponible en 7 langues (Arabe, Chinois, Anglais, Français, Portugais, Russe et Espagnol). Surveillez leur publication sur notre site Internet!

Launch of The Teacher Policy Development Guide

octobre 20 th, 2015.
The Mexican Delegation, together with the Permanent Delegations of Namibia, Norway, Indonesia, Egypt, Oman, Nigeria, Democratic Republic of the Congo and Germany, as well as the TTF, hosted the launching of the "Teacher Policy Development Guide", a side event of the General conference which took place on November 4th at the UNESCO Paris headquarters.

Drawing on lessons learnt since its establishment in Oslo in 2008, through the review of prevailing trends in teacher policies and practices, the TTF has pooled together its resources to develop and promote the "Teacher Policy Development Guide" (TPDG). The goal is to support the achievement of the Teacher target in both the Sustainable Development Goals and Education 2030 by putting at the disposal of Member States and partners a tool that will facilitate the development and the review of national teacher policies.

The Guide is available in 7 languages (Arabic, Chinese, English, French, Portuguese, Russian and Spanish). What out for their publication on our website!


Le 8ème forum de dialogue politique de l'Equipe Spéciale Internationale sur les Enseignants (l'ES) se tiendra du 15 au 17 décembre 2015 à Caracas au Venezuela. Le forum sera précédé le 14 décembre par la réunion annuelle de son comité de direction qui prendra des décisions importantes concernant la réorientation du partenariat pour répondre aux objectifs du développement durable et l'Education 2030. L'accent sera principalement mis sur le partage sur les politiques, les pratiques et les outils pertinents entre les principaux acteurs internationaux en vue de faciliter la compréhension, la mise en œuvre et le suivi de la cible concernant les enseignants dans les objectifs du développement durable et le nouvel agenda sur l'éducation.

L'ES a choisi de se concentrer sur le thème :
Mise en œuvre de la cible concernant les enseignants dans l'agenda de l'Education 2030

et orientera les discussions autour de quatre sous-thèmes :
  1. La formation des enseignants (formation initiale, continue, développement professionnel, innovation et pédagogie) ;
  2. L'enseignement et l'apprentissage ;
  3. Le financement de l'enseignement et du développement des enseignants ;
  4. Le suivi et l'évaluation dans le développement des enseignants
Environ 300 participants, y inclus 100 participants nationaux du Venezuela sont attendus au forum aux autres activités prévues à Caracas. Ces participants représentent des Etats membres, des organisations intergouvernementales, des organisations non gouvernementales, des organisations d'enseignants, des agences de développement, des organisations et fondations privées Des experts internationaux et des chercheurs aussi prendront part aux travaux.

La note conceptuelle, l'agenda, le formulaire d'inscription et les autres informations seront disponibles sur notre site dans les prochains jours :
  • La note conceptuelle (en construction)
  • L'agenda (en construction)
  • Le formulaire d'inscription (en construction)
La Secrétaire générale de la Francophonie, Madame Michaëlle Jean, a lancé à Dakar, ce lundi 5 octobre - journée mondiale des enseignants -, l'Institut de la Francophonie pour l'éducation et la formation (IFEF) aux côtés du Président de la République du Sénégal, S.E.M. Macky Sall, qui préside le Sommet des chefs d'Etat et de gouvernement de la Francophonie. Madame Alice Albright, Directrice générale du Partenariat mondial pour l'éducation, et Monsieur Adama Ouane, Administrateur de l'Organisation internationale de la Francophonie (OIF), prenaient également part à la cérémonie.


See the detail at: http://www.francophonie.org/Lancement-de-l-Institut-de-la-46331.html 


The general secretary of the Francophonie, Ms Michaëlle Jean, has launched at Dakar, Monday 5 October - the World Teachers' Day -, Institutions of the Francophonie for Education and Training (IFEF) with the President of the Republic of Senegal, S.E.M. Macky Sall, who presides the Summit of the Heads of the State and the government of the Francophonie. Ms Alice Albright, the director general of the Global Partnership for Education, and Mr Adama Ouane, Administrator of l'Organisation internationale de la Francophonie (OIF), have also taken part in the ceremony. 


The utility of observational tools in LAMIC classrooms:
the Teacher Instructional Practices and Processes System (TIPPS)

Edward Seidman, Mahjabeen Raza, Sharon Kim, New York University

Please join us for another Teacher Motivation Working Group webinar on
Wednesday, October 21st at 9am Eastern Daylight Time (New York, GMT-04:00).

Edward Seidman, Mahjabeen Raza and Sharon Kim will be presenting on a tool they have developed to observe classroom practices and dynamics in Low and Middle Income Countries (LAMICs). This will be of special interest to those working on monitoring change in classroom practices as well as coaching & mentoring. The full abstract is pasted below along with the Webex link. Hope you can join us!

The utility of observational tools in LAMIC classrooms: the Teacher Instructional Practices and Processes System (TIPPS) Edward Seidman, Mahjabeen Raza and Sharon Kim New York University Increased awareness of classroom socio-emotional and instructional support on student academic outcomes has lead educational efforts in low- and middle-income countries (LAMICs) to develop interventions attuned to these competencies. However, most existing evaluations of such programs fail to look at what transpires on a daily basis inside classrooms, and to date, we have lacked an easy‐to‐use, reliable, valid, and cost‐effective tool to assess critical classroom practices and processes. Systematic behavioral observation instruments can meet the need of evaluating such efforts by clearly identifying the mechanisms at work in the classroom.

The Teacher Instructional Practices and Processes System (TIPPS) was developed to understand teacher practices and classroom processes as well as to provide systematic feedback to teachers to improve their performance and student outcomes. Preliminary research reveals that monitoring teacher practices and student performance helps enhance student outcomes, and innovations in teacher practices and the mode of education service delivery are critical to these enhancements. Additionally, feedback in the context of mentoring or coaching has been shown to improve academic and psychological development outcomes as well as instructional and classroom processes.

We will focus primarily on the findings from 450 secondary school classrooms in Uganda that were observed using TIPPS. The process of cultural contextualization, analysis of core classroom and teacher characteristics as well as overall lessons from training and data collection will be shared. Additionally, we will discuss the implications for leveraging observation feedback and teacher professional development.

Join WebEx meeting
Meeting number: 821 688 325
Join by phone Call-in toll-free number: 1-(866) 386-4210 (US)
Call-in number: 1-(443) 863-6601 (US)
Conference Code: 764 220 4537

8th Policy Dialogue Forum in Caracas!

octobre 07 th, 2015.
The 8th Policy Dialogue Forum of the TTF will take place in Caracas from 15 to 17 December 2015. The Forum will be preceded on 14 December by the annual meeting of the TTF and of its Steering Committee who will take important decisions regarding the reorientation of the partnership to respond to the SDG and Education 2030.

The main focus will be on sharing relevant policies, practices and tools among international key stakeholders with a view to facilitating the understanding, implementation and monitoring of the teacher-related target in the SDG and new education agenda.

The TTF has chosen to concentrate on the theme:
Implementing the Teacher Target in the Sustainable Development Goals and Education 2030

At the Forum, discussions will be organized around the following four sub-themes:
  1. Teacher Education (pre-service, in-service and professional development; innovation and pedagogy);
  2. Teaching and Learning;
  3. Financing teaching and teacher development; and
  4. Monitoring and evaluation in teacher development;
Altogether, with around 100 national participants from Venezuela, nearly 300 participants are expected to attend the Forum and other related events taking place in Caracas. This includes a diverse representation of national governments, global and regional intergovernmental organizations, international nongovernmental organizations, teacher organizations and associations, development agencies, private companies and foundations. International experts will also participate.

The concept note, the agenda, the registration form and other relevant materials will be available on the TTF website in the coming days:
  • Concept note (under construction) 
  • Agenda (under construction)
  • Registration Form (under construction)

Echos des pères/mères fondateurs de l'équipe spéciale sur les enseignants

Que sont-ils devenus?
-
 Edition spéciale du bulletin d'information pour la journée mondiale des enseignants 2015

ratteree 2015





Bill Ratteree

Fonctionnaire retraité de l'OIT, consultant à temps partiel
en éducation internationale concentrant sur les politiques
et pratiques relatives aux enseignants



Qu'est-ce qui vous a poussé à prendre aux travaux de l'ES à ses débuts? Qu'est-ce que les fondateurs attendaient de l'équipe?
Un intérêt professionnel et personnel marqué pour l'amélioration du statut des enseignants. Les professionnels de l'éducation peuvent apporter la
contribution la plus importante au développement d'une éducation de qualité pour tous les enfants de la planète. Les fondateurs voulaient mettre
sur pied un réseau indépendant d'acteurs institutionnels au niveau national et international et de professionnels partageant des objectifs communs
visant à améliorer le statut des enseignants, à améliorer la qualité de l'éducation et à encourager l'innovation. Plusieurs organismes et pays
disposaient déjà de programmes portant sur la qualité et l'accès à l'éducation. L'équipe spéciale était une tentative de lier les différentes
initiatives entre elles de manière à améliorer la coopération au niveau de la recherche et des politiques publiques ainsi qu'à faire la promotion de
travaux portant sur les politiques et les pratiques entourant l'enseignement. Nous voulions par-dessus tout appuyer les pays qui semblaient avoir de la
difficulté à atteindre les objectifs de l'Éducation pour tous.

Est-ce que vous pourriez nous parler de quelques-uns des défis auxquels vous avez dû faire face?
Dès qu'est apparue l'idée d'une équipe dédiée aux enseignants et à l'enseignement en 2006-2007, nos efforts ont été orientés vers la mise en
place d'un réseau regroupant des institutions internationales, des ONG (dont des organisations traditionnelles d'enseignants) et des décideurs
déterminés à travailler ensemble au profit des enseignants et de l'enseignement. L'emphase a toujours été placée sur la mise en commun
d'expériences et d'efforts et sur l'élimination des doublons et des contradictions au sujet des meilleurs pratiques à adopter. Nous ne savions
pas exactement comment ce réseau allait travailler en relation avec les institutions existantes comme le Comité conjoint OIT-UNESCO d'experts sur
l'application des Recommandations concernant le personnel enseignant (CEART). Ces défis ne se sont d'ailleurs pas envolés. Il faut continuer de
garantir l'accès à ces nouvelles organisations tout en conservant la cohérence de nos efforts.

Est-ce que vous suivez toujours les travaux de l'ES?
Oui, bien sûr, à l'aide du site Internet, du bulletin mensuel et de collaborations occasionnelles avec l'équipe spéciale.

Avec le nouveau Cadre d'action Éducation 2030, quel rôle envisagez-vous pour au niveau local et global pour l'ES?
L'ES devrait devenir l'interlocuteur le plus important au niveau des pratiques et des politiques entourant l'enseignement et transformer les objectifs du Cadre d'action Éducation 2030 en progrès réel pour les enseignants et l'enseignement au niveau local et national. Cela ne peut se faire de manière durable que si les partenaires internationaux se mettent à l'écoute et supportent la vision et les objectifs des gouvernements, des ONG et des regroupements d'enseignants aux niveaux local et national plutôt que d'ignorer leurs idées.

Voulez-vous continuer à recevoir de nos nouvelles et à vous impliquer? Si oui, de quelle façon?
Oui, bien sûr. L'ES et ses partenaires ont besoin de plus de ressources au niveau de la diffusion des meilleures pratiques, d'expériences et de leçons
apprises au sein du réseau. L'amélioration doit se faire au niveau du site Internet, de bulletins d'information réguliers et d'une utilisation accrue des
médias sociaux. Nous gagnerions tous au développement de débats plus approfondis portant sur ce qui marche et ce qui ne marche pas. Peut-être à
l'aide de séminaires en ligne? Par-dessus tout, il faut donner plus de place aux enseignants et leur permettre de partager leurs besoins et leurs
attentes.

Nous vous remercions, et nous aimerions ajouter que vous êtes coauteur du « Guide pour le développement d'une politique nationale sur les enseignants » que l'équipe spéciale s'apprête à publier. Merci encore !

The founding fathers and mothers of the TTF

Where are they now? (No. 1)
- World Teachers' day Special Edition Newsletter, 2015
 

ratteree 2015





Bill Ratteree

Retired ILO official,
Part-time international education consultant
focusing on teacher policy and practice




What motivated you to be part of the TTF work at the beginning? 
What were the initial expectations of the founders?

A strong professional and personal interest in better status for teachers as the single most important contribution to quality education for all the world's children, adolescent and adult learners. The founders expected to create an independent, institutional network of like-minded professionals and constituents at international and national levels to improve teachers' status, teaching quality and innovation and thereby access and quality of education. Many institutions and countries had programmes on various
aspects of educational quality and access. The task force was viewed as an attempt to fill a gap by focusing experiences in research, policy, technical cooperation and promotional work on teaching policy and practice. We wanted especially to help countries struggling to meet Education for All goals.

Can you tell us a few words about the early challenges?

From the launching of the idea for a task force dedicated to teachers and teaching in 2006-2007, efforts focused on creating an independent network of international institutions, non-governmental organizations including international teachers' organizations, and national policy- and decisionmakers dedicated to pulling and pushing in one direction for the benefit of teachers and teaching. The emphasis has always been on pooling experience and efforts, avoiding duplication and contradictions in policy and
practice. There were questions about how such a network would work in relation to existing institutions, for instance the long-standing ILO/UNESCO Joint Committee of Experts on the Status of Teachers (CEART). These challenges continue in order to guarantee access for new organizations and coherence in common efforts.

Do you still follow the activities of the TTF?

Very much so through the website, newsletters and occasional contributions to TTF work.

With the new Education 2030 Agenda, what role do you see the TTF play at global and local level?

The TTF should become the dominant voice on teacher policy and practice as part of the 2030 agenda at international level, and help translate these objectives into real improvements for teachers and teaching at national and local level. This can only be done on a sustained basis if the international partners listen to and support, not override or ignore, the views and wishes of government, non-government and teachers' organizations at national and local levels.

Do you want to receive news of our work and be involved? If Yes, how?

Yes, of course. The TTF and its partners need to put more resources into communicating good practices, experiences, lessons learned and policy options to the network through an enhanced website, regular newsletters and social media for those who use it. We would all benefit from more open debates on what works and what does not in some form, maybe more webinars? Above all, give more voice to the practicing teachers to share their needs and expectations of teaching and learning.

THANK YOU VERY MUCH.
We'd like to add that you are co-author of the Teacher Policy Guide we have just produced, which will be launched next month. Thanks

Happy World Teachers’ Day!

octobre 05 th, 2015.

To all Teachers around the World:
Our Champions – We celebrate you!


You are springs of water
flowing through the World garden,

Inspiring young and old,
Helping generations today to remember yesterday and learn from it,

Sowing seeds for the betterment of society today and tomorrow!

You are at the forefront of the only battle
that is worth fighting:

The fulfilment of individuals
for the prosperity of all!

The International Teacher Task Force, created for You and with You

Wishes you all
a Happy World Teachers Day 2015

We call on the WORLD: 
your students, their parents, local communities, political leaders, development organizations, to know that:


Education 2030 and
Sustainable Development Goals
Could only be realized if
Teachers are respected, well supported and empowered.

Véritable source d’eau
qui irriguez les jardins du monde,

Vous inspirez jeunes et vieux,
Permettant aux générations d’aujourd’hui de garder en mémoire celles d’hier et d’apprendre d’elles,

Semant les graines pour un monde meilleur aujourd’hui et demain!

Vous êtes sur la première ligne de la seule bataille qui vaille la peine d’être menée :

Celle de l’accomplissement individuel qui mène à la prospérité de tous!

L’équipe spéciale internationale
a été créée pour vous et avec vous.

Nous vous souhaitons une merveilleuse Journée internationale des enseignants.

Nous lançons un appel au monde entier  
A vos élèves, à leurs parents, aux communautés locales, aux  dirigeants politiques, aux organismes  de développement – Qu’ils  sachent tous que:

Éducation 2030 et
les objectifs de développement durables
Ne se réaliseront que si
les enseignants sont respectés, soutenus  et leur profession renforcée. 


From the secretariat of the International Teacher Task Force
See joint message on the occasion of the World Teachers’ Day: here

WTD Teachers Slider copy

Achieving the Education SDG: Start Early and Stay the Course / Atteindre les ODD: commencer tôt pour maintenir le cap

We must tackle learning gaps during early childhood if Education 2030 goals are to be reached. That's the conclusion of Pauline Rose from the University of Cambridge. In this article, written for the UNICEF, the international education professor also underlines the importance of collecting better data on learning achievements in developing countries. She points out the fact that cheap and efficient data collection schemes have been put in place in several countries. Those practices should spread.
  • Even before coming to school, children from poorer backgrounds are disadvantaged in school.
  • The learning gap only widens over the school years.
  • In some region, being a girl worsens the learning gap that is due to poverty.
  • Initial learning gap is not only a developing country problem; we can also observe it in richer countries.

Il faut s'attaquer aux inégalités en éducation dès la petite enfance si l'on veut atteindre les objectifs du Cadre d'action Éducation 2030. C'est la conclusion à laquelle arrive Pauline Rose de l'université de Cambridge. Dans cet article rédigé pour l'UNICEF, la professeure en éducation internationale souligne aussi l'importance de la collecte de meilleures données dans les pays en voie de développement. Elle rappelle que des techniques efficaces et peu coûteuses ont été mises en place dans plusieurs pays et que ces pratiques devraient être diffusées.
  • Dès leur entrée à l'école, les enfants provenant de familles pauvres sont désavantagés.
  • Cet écart ne fait qu'augmenter tout au long de la scolarité.
  • Dans certaines régions, le fait d'être une fille augmente le retard scolaire dû à la pauvreté.
  • Le retard scolaire initial dû à la pauvreté affecte aussi bien les pays les plus riches que ceux en voie de développement.


To see the full article, see here icon-1

Common But Differentiated Governance: A Metagovernance Approach to Make the SDGs Work

Louis Meuleman; Ingeborg Niestroy, Sustainability 2015, 7(9),

The implementation of the common and universally applicable United Nations' Sustainable Development Goals (SDGs) requires differentiated governance frameworks at all levels, as it falls short to use one governance style only—hierarchical, network or market governance—or any one style combination that is believed to be fit-for-all-purposes.

The article introduces the guiding principle of "Common But Differentiated Governance" (CBDG) and illustrates how this principle can make the SDGs work.

Read the article here icon-9
 



Global Teacher Shortage Threatens Education 2030

octobre 02 nd, 2015.
Quality Education SDGs By 2030...

33 countries will still not have enough teachers to provide every child with a primary education

25.8 million school teachers needs to be recruited to provide every child with a primary education, which include 3.2 million new posts and the replacement of 22.6 million teachers expected to leave the profession
Published data from the UNESCO institute for statistics (UIS) shows that if the current trend continues, 33 countries will not have enough teachers to provide quality education to all children by 2030. In this article, researchers from the organization present their results in a clear and concise fashion. Amongst other things, we can consult a map that allows us to see where the shortage is most acute in one glance and we can see a graph that shows countries where the pupil/teacher ratio is the most worrying. 

To find out more about the UIS data: icon-1

Thematic meeting on “Teachers and Teaching”

septembre 16 th, 2015.
As part of GPE strategic plan development process, a Concept Note has been prepared to facilitate consultations with a range of GPE stakeholders. This Concept Note captures the GPE's proposed vision, mission, goals and objectives, and is intended as a tool to support the development of the new Strategic Plan. A number of consultation activities are planned with partners from July to August. Once of which includes consultation meetings on key thematic areas.

These include Equity and Learning; Teaching and Teachers; Learning; Sector Planning and Systems Strengthening; and Financing – Mobilizing Additional Resources. Each thematic meetings is aimed at providing GPE partners', an opportunity to participate and contribute to the overall consultation process on the new Strategic Plan. See the summary of the discussions here.

Report of the Twelfth Session of CEART  

April 2015

This report summarizes the analysis of major issues affecting the status of teaching personnel worldwide at all levels of education by the 12th Session of the Joint ILO–UNESCO Committee of Experts on the Application of the Recommendations concerning Teaching Personnel, held in Paris on 20–24 April 2015.

Composed of independent education experts from around the world, the 12th Session of the Joint Committee examined a number of urgent issues affecting teaching personnel, including quality teaching in higher education, professionalization of early childhood education personnel, changing employment relationships in teaching, the impact of digital technologies, and social dialogue. The Joint Committee also examined a number of allegations from teacher unions regarding the application of the Recommendations.

Download here icon-10



Rapport de la douzième session du CEART

 Avril 2015

Le présent rapport résume l'analyse des principales questions concernant la condition du personnel enseignant dans le monde à tous les niveaux de l'éducation par le Comité conjoint OIT/UNESCO d'experts sur l'application des Recommandations concernant le personnel enseignant, à sa douzième session, tenue à Paris du 20 au 24 avril 2015.

Composé de spécialistes de l'éducation indépendants du monde entier, le Comité conjoint a examiné à sa douzième session un certain nombre de questions urgentes concernant le personnel enseignant, y compris la qualité de l'enseignement supérieur, la professionnalisation du personnel de l'éducation de la petite enfance, l'évolution de la relation de travail dans l'enseignement, l'impact des technologies numériques et le dialogue social. Le Comité conjoint a aussi examiné un certain nombre d'allégations présentées par des syndicats d'enseignants concernant l'application des

Télécharger ici icon-10


Africa Prepares to Implement the Teacher Target

septembre 07 th, 2015.
DETA conf

The Distance Education and Teachers' Training in Africa (DETA) Conference is an Africa-specific biennial conference initiated by the University of Pretoria in South Africa in 2005. The purpose of the conference is to provide a platform for educationists in Africa to meet and deliberate on educational issues in Africa. The major objectives are to contribute to the debate on teacher training in Africa and to build capacity for the delivery of teacher training programmes in Africa.

The 6th conference, co-hosted by the University of Pretoria, South Africa, and the Mauritius Institute of Education, Mauritius, took place in Mauritius from 20 to 24 July. The theme was "The Future We Want: Teacher development for the transformation of education in diverse African contexts". Dr Edem Adubra, the chief of the TTF Secretariat, was the keynote speaker and to provide valuable insight into the theme of the conference.Prominent African educationists who delivered keynote addresses were Prof Jean Baxen (Head: School of Education, University of the Witwatersrand, South Africa), Dr Oomandra Varma, (Director: Mauritius Institute of Education, Mauritius) and Dr Charmaine Villet (Dean: Faculty of Education, University of Namibia, Namibia). 

The subthemes of the conference were "Teaching children in diverse African contexts", "Pedagogies that will achieve "The Future We Want" for education in Africa", "The role and impact of technology on teacher development" and "Quality in education as a prerequisite to establish "The Future We Want" for education in Africa". A total of 115 papers were delivered. Approximately 180 participants from 18 African countries and a few from outside of Africa attended the conference.

"During the conference, participants committed to work together, share more about innovative practices and their institutions, work on and avail their expertise to the decision-makers to transform education in Africa", Dr Edem Adubra comments. 

The 3rd African Deans of Education Forum (ADEF), under the leadership of Prof Irma Eloff, Dean: Faculty of Education, University of Pretoria, South Africa, was held back to back with the DETA 2015 Conference. Dr Edem Adubra and Prof Bob Moon (Emeritus Professor of Education: The Open University, United Kingdom) facilitated a discussion on the role deans in Africa can play to support the EFA initiative.

The University of Pretoria is already in the process of identifying a partner institution to co-host the next DETA Conference in 2017.

Reported by Dr Ruth Aluko 
Researcher / Instructional Design Supporter Unit for Distance, 
Education Faculty of Education Groenkloof Campus University of Pretoria PRETORIA

See more about the outcome of the conference: http://www.up.ac.za 




On the occasion of the International Literacy Day 2015, a Global Meeting on "Literacy and Sustainable Societies" will take place at Unesco Headquaters, Paris (8 and 9 September 2015).
The main objectives of the meeting are:   
  • To identify key areas to be focused on in the post-2015 era to promote youth and adult literacy as part of the future sustainable development agenda
  • To clarify the main issues related to monitoring and assessing youth and adult literacy in the post-2015 era, and to improve monitoring mechanisms
  • To contribute towards the shaping of global coordination mechanisms to ensure sustained and intensified efforts to advance youth and adult literacy
On the second day of the meeting, a Group work session will focus on Innovative teaching and learning of youth and adult literacy embedded in efforts for sustainable development. To see the full programme of the meeting, download here: Download the full programme icon-9

It is extremely important that the organisers have given a special attention to teaching and learning. This is the place to emphasise the fact that policy decision makers, practitioners and researchers should not forget paying attention to teachers, the facilitators in the literacy and Non-formal education.
The contribution of the TTF to the event is to showcase two projects: SAIDE and AFL. See their projects from the link below. 

SAIDE - South African Institute for Distance Education, South Africa
"Increasing teacher agency through use of openly licensed local language digital stories: the contribution of Saide's African Storybook Initiative" by Ms Teresa Anne Welch, Senior Education Specialist 

AFL - French Association for Reading
"Lire, c'est vraiment simple, quand c'est l'affaire de tous !"

by Ms Isabelle Gasquet, Primary School Teacher 


For more information about the International Literacy Day:
http://www.unesco.org/new/en/unesco/events/prizes-and-celebrations/celebrations/international-days/literacy-day
La Journée mondiale des enseignants 2015 approche et nous souhaitons partager avec vous quelques informations et ressources pour vous aider à préparer vos célébrations du 5 octobre prochain.
« Un personnel enseignant fort pour des sociétés durables » est le slogan de la Journée mondiale des enseignants en concordance avec Education 2030 .

WTD_2015-Fr.gif

Cette année, la manifestation organisée au Siège de l'UNESCO (Paris) mettra l'accent sur les enseignants de la petite enfance.
Pour inspiration, vous trouverez l'agenda provisoire de cet évènement.  

Merci d'enregistrer votre évènement sur la carte officielle de la JME, afin de le promouvoir et d'informer de potentiels participants :
http://www.worldteachersday.org/map/ 

Vous pouvez télécharger l'affiche de la JME 2015 en 6 langues (anglais, français, espagnol, russe, arabe et chinois). Si vous souhaitez obtenir le fichier original pour des impressions ou des traductions dans d'autres langues, écrivez à Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.  

Nous vous remercions de nous aider à renforcer la profession enseignante et à faire de la JME une journée importante en diffusant largement cette information.

Un personnel enseignant fort pour des sociétés durables !

L'équipe de la JME

Teaser - Vidéo officielle de la Journée mondiale des enseignants



Vidéos similaires

VSO has been working in the education sector in Papua New Guinea (PNG) for more than half a century, and has witnessed strong political leadership to improve the quality education services in recent years
An improving economy driven by a resource boom has enabled the Government to invest heavily in free basic and secondary education and school fees have been abolished.

RS22351_VSO_PNG_copy.jpg

In 2012, the Department of Education asked how the government could improve education service delivery across PNG, via a wide-ranging analysis of the education sector conducted by Divine Word University (DWU) and VSO. The Ministry of Education has used the findings to develop a three-year capacity development plan and a series of reforms. Curriculum reform has been accelerated by a 2013 taskforce report initiated by the Prime Minister (led by DWU, again with VSO assistance) which called for a comprehensive reform of the national school curriculum and teacher education.

The government has prioritised teacher effectiveness through five key strategies:

  1. The duration of primary pre-service training has increased from two to three years, with more emphasis on literacy and numeracy.
  2. The first national survey of the English language proficiency of primary teachers was conducted in 2013 by the Teaching Service Commission, VSO and the British Council.
  3. Primary teachers and trainers were asked their opinions about teacher education in a review pre-service primary teacher training (which was identified by the reports as performing poorly): the first time education research in PNG had used a phone bank.
  4. All primary language pre-service courses in early reading and writing have been replaced or updated as part of the Language Support Program.
  5. A standards-based curriculum has been introduced, together with classroom libraries, and scripted daily lessons for elementary English and Maths to support teachers in the classroom will come on-stream in 2015.

The Language Support Program:

A three-year Language Support Program designed by VSO and the PNG Department of Education aims to improve teacher training in reading, writing, and speaking and listening English at primary teacher-training colleges. This ambitious project embraces new technology to share good practice and is the first initiative to use videos in a teacher-training setting.

Sarah Wiles, a VSO volunteer who supports the production of teaching videos says:
'Teaching videos accompanying the printed curriculum, showing real examples of good practice of PNG teachers, filmed and recorded in local contexts, is ground-breaking. The newly created content has already had a major impact both with trainee teachers and serving teachers.'

Watch short videos to understand how VSO co-created this project with the Ministry of Education, ensure that the project is owned by stakeholders, and sustainability.
https://www.youtube.com/watch?v=dUBPx1cbmUA  ( Project Design, Duration : 1:42 Minutes)
https://www.youtube.com/watch?v=2z4NNYDcoTI  (Ownership of the project , Duration: 1:42 minutes)
https://www.youtube.com/watch?v=Le0jcDBulG8  ( Monitoring and Evaluation, Duration: 2.24 minutes)
https://www.youtube.com/watch?v=r2ClgPjvByo  ( Future of Education in Papua New Guinea Duration : 2.01 minutes)
 RS22351_VSO_PNG_copy2.jpg

Tina Hulama teaches handwriting at Buk Bilong Pikini. She works closely with VSO volunteer Rowan Southwell.
VSO volunteer Rowan Southwell is based in Port Moresby, Papua New Guinea where she is an Education Programme Facilitator for Buk Bilong Pikinini (books for children in Tok Pisin). The project has 16 libraries across the country for children in vulnerable communities, creating safe places for children to read and learn through interactive play. Rowan works with the library staff to create lessons and educational resources for the children. 


RS22148_VSO_PNG_copy.jpg Student teachers in a lesson at Kabaleo Teachers College. Volunteers worked with the Principals, Heads of Strand and lecturers to help improve the quality of teaching at a teacher training college in East New Britain. VSO led an initiative called the Language Support Programme (LSP), which has been improving the language course materials for student teachers and college lecturers. VSO volunteers are now implementing a similar programme for maths and science for trainee teachers, the Teacher Education Support Programme.

Please contact Emily Snowden, Education Programme Manager, Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser. , for more details.

Vidéos similaires

World Teachers' Day 2015 is fast approaching and we wish to share resources to help in the preparation of your 5 October celebrations.
"Empowering teachers, building sustainable societies" is the World Teachers' Day slogan in line with the Education 2030.

Teachers_day_2015.gif

This year the event at UNESCO HQ, Paris, will focus on early childhood education teachers.
For inspiration, please see the draft agenda of the event organized at UNESCO HQ.

To promote and inform potential participants of your event please register on the official WTD map: http://www.worldteachersday.org/map/ 

You can download the WTD 2015 poster in 6 languages (English, French, Spanish, Russian, Arabic and Chinese).
Should you need the original file for printing or to translate into other languages write to Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.  

Please help us to empower the teaching profession and make WTD an important day by passing this information on widely.

Empowering teachers, building sustainable societies!


WTD team

World Teachers’ Day official video

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The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development

Source: TNTP reimagining teaching 

Do we know how to help teachers improve?

The Mirage challenges the widely held perception among education leaders that we know what works when it comes to teacher development, and if we could just apply that knowledge more widely, we could improve the quality of classroom teaching in short order.

Over two years, they looked closely at teacher development in three large school districts and one charter school network. Here's what they found:
  • School systems are making a massive and laudable investment in teacher improvement—far larger than most people realize.
  • Yet most teachers do not appear to improve substantially from year to year, even though many have not yet mastered critical skills.
  • We found no evidence that any particular kind or amount of professional development consistently helps teachers improve.
School systems are failing to help teachers understand how to improve—or even that they have room to improve at all.
But school systems shouldn't give up on teacher development. And they shouldn't cut spending on it, either. Rather, we believe it's time for a new conversation about teacher improvement—one that asks fundamentally different questions about what great teaching means and how to achieve it.


 
Améliorer la qualité des conditions d'emploi des enseignant(e)s dans le monde entier
(24 juillet 2015)

Source: International d'Education 

Le 23 juillet dernier, un atelier intitulé « NOTRE définition des conditions d'emploi de qualité », a été organisé dans le cadre du 7e Congrès mondial de l'Internationale de l'Education, qui se tient du 21 au 26 juillet à Ottawa, au Canada. A cette occasion, les participant(e)s ont pu entamer un débat mondial sur les conditions de travail des enseignant(e)s.

Jefferson Berriel Pessi, Coordinateur de l'Internationale de l'Education (IE), a invité les participant(e)s à réfléchir à certaines questions: « Que devons-nous défendre au regard des conditions d'emploi? », ou encore « Que devons-nous revendiquer ou obtenir? ».

Cuqui Vera, de la FECCOO/Espagne, a ouvert la séance en expliquant que les heures de travail ne se limitaient pas aux heures d'enseignement. Elle a ensuite ajouté que les enseignant(e)s contractuel(le)s devaient bénéficier des mêmes conditions de travail que les enseignant(e)s employé(e)s par les autorités publiques.

Il est crucial de mener des études, de développer des stratégies et d'organiser des événements sur les conditions d'emploi de qualité des enseignant(e)s, a-t-elle indiqué.

Cuqui Vera a également souligné la lourde responsabilité juridique qui incombe aux enseignant(e)s et les conseils juridiques dont ils/elles pourraient avoir besoin, l'importance du ratio élèves/enseignant(e), le droit des enseignant(e)s à bénéficier d'une formation, ainsi que le droit d'enseigner dans un endroit sûr, tant physiquement que psychologiquement.

« Un emploi de qualité est un emploi qui profite aux deux parties », a insisté Jean Kamdem, de la FESER/Cameroun.

« Dans mon pays, même si la qualité de l'éducation s'améliore, nous manquons toujours d'emplois de qualité », a-t-il déploré. Et d'ajouter: « En tant que syndicats, nous devons partager nos expériences et apprendre de nos réussites comme de nos échecs ».

Odile Cordelier, du SNES/FSU/France, a mis en lumière l'importance de pouvoir compter sur des enseignant(e)s parfaitement qualifié(e)s et formé(e)s, et a regretté la mauvaise image que le peuple français avait des enseignant(e)s.

« Si nous réaffirmons collectivement un certain nombre de principes et d'engagements, et que nous les partageons, notre profession ne pourra que s'en trouver renforcée », a indiqué Odile Cordelier. « Notre combat en faveur des enseignantes et enseignants est également un combat en faveur des élèves. »

Raising the quality of teachers' employment conditions worldwide

(24 July 2015)
Source: Education International 

A workshop entitled "On OUR terms: Quality terms of employment", held on 23 July at the Education International's 7th World Congress held from 21-26 July in Ottawa, Canada, was the opportunity for to start a global debate on teacher work conditions.

"What should we defend concerning terms and conditions of employment?" "What should we reclaim or win?" were some of the key questions asked to participants by Education International (EI) Coordinator Jefferson Berriel Pessi.

Cuqui Vera, from FECCOO, Spain began the session by explaining that teaching hours are different from working hours. She went on to say that contract teachers need to have the same working conditions of teachers employed by public authorities.

It is crucial to lead research, have strategies, and hold events on quality teachers' employment conditions, she said.

Vera also insisted on the heavy legal responsibility and possible legal advises needed for teachers, the importance of the student/teacher ratio, teachers' training entitlement and the right to teach in a safe place, both physically and psychologically.

"Quality employment is employment that benefits both parties," stressed Jean Kamdem from FESER, Cameroon.

"In my country," he deplored, "there is a lack of quality employment, even if the quality of education is increasing. We unions have to exchange our experiences and learn from our successes and failures", Kamdem insisted.

Odile Cordelier of SNES/FSU, France underlined the importance of having highly qualified, trained teachers, and regretted the bad image teachers have in the French society.

"If we collectively reaffirm a number of principles and commitments, and we share them, we will be stronger as a profession, she said. We are fighting for the benefit of teachers is fighting for the benefit of the students," Cordelier highlighted.

International Literacy Day 2015

août 12 th, 2015.

Literacy and Sustainable Societies:

"New technologies, including mobile telephones, also offer fresh opportunities for literacy for all. We must invest more, and I appeal to all Members States and all our partners to redouble our efforts – political and financial – to ensure that literacy is fully recognized as one of the most powerful accelerators of sustainable development. The future starts with the alphabet."
UNESCO Director-General

The theme of International Literacy Day 2015 is Literacy and Sustainable Societies. Literacy is a key driver for sustainable development. Literacy skills are the prerequisite for the learning of a broader set of knowledge, skills, attitudes and values, required for creating sustainable societies. At the same time, progress in areas of sustainable development, such as health and agriculture, serves as an enabling factor in the promotion of literacy and literate environments.

This year's celebration of International Literacy Day, therefore, will be dedicated to exploring critical links and synergy between literacy and the future Sustainable Development Goals which will be adopted during the 70th session of the United Nations General Assembly in September 2015.

As in previous years, International Literacy Day 2015 will be celebrated worldwide, bringing together governments, multi-and bi-lateral organizations, NGOs, the private sectors, communities, teachers, learners and experts.

A main global celebration will take place at UNESCO Headquarters, where a two-day event on Literacy and Sustainable Societies (8-9 September 2015) will be organized to prepare the ground for renewed literacy efforts by countries and partners in the post-2015 era. On 8 September, 2015 a ceremony will be held to award the 2015 UNESCO International Literacy Prizes.

See more: http://www.unesco.org/new/unesco/events/prizes-and-celebrations/celebrations/international-days/literacy-day/ 

Do Teacher Incentives Improve Learning Outcomes?

Posted on July 30, 2015 by norrag
By Silvia Montoya (@montoya_sil), Director, UNESCO Institute for Statistics (UIS) and Jordan Naidoo, UNESCO 
Source: NORRAG NewsBite

Over the past decade, many countries have increased their spending on education as a share of gross domestic product. Between 1999 and 2012, public expenditure on education grew by 2 to 3 percentage points in such diverse countries as: Benin, Brazil, Kyrgyzstan and Mozambique, according to the UNESCO Institute for Statistics (UIS). Yet this investment has not necessarily led to improvements in academic performance, according to international assessments. This inevitably leads to questions about school trajectories and how to ensure that all children acquire a quality education and the skills they need as adults. From curriculum reform to school infrastructure investment, there are many options to consider, but in the end they tend to focus on teachers, with discussions revolving around wages, evaluation and performance pay.

Dispelling the myth: Teachers' salaries are neither high nor low

Everyone seems to have an opinion about teachers' salaries, which can account for 80% of education budgets according to UIS data. In some countries, teachers are highly skilled but underpaid. In others, it is claimed they are overpaid given the poor results of their students. To better inform the debate, we should start by asking which figure should be used to compare teachers' salary levels.

In a study for the European Commission, Fredriksson (2008) compared the salaries of primary school teachers with 10 years of experience with different types of skilled worker professions. The author found that, in most of the 29 European cities with available data, a teacher earned less than the first six types of skilled workers but more than the others. In short, the study shows the limitations of trying to decide whether a teacher earns too much or too little in debates about student performance. There are no highs or lows – just individuals or groups of individuals working in very different circumstances and societies.

Incentives and pay per performance

For some analysts, economic incentives based on student outcomes are the means to improve teaching. Part of the problem with this proposed solution lies in establishing the results to be measured. Teachers provide services to stakeholders with different expectations: from the school principal to the students, parents, taxpayers, politicians, etc. Each group has a different view in evaluating the quality and performance of teachers.

To simplify matters, many education systems rely on student assessment tests to evaluate teacher performance. Yet it is very difficult, if not impossible, to accurately measure all areas of learning. We must also recognize the cumulative nature of the educational process: the skills acquired by a child in a given year do not just reflect the performance of the teacher being evaluated. And surely we must consider the impact of a child's wider environment (home and community). To what extent does socio-economic status affect a student's performance?

Given the complexity of education systems, explicit incentives for teachers may do more harm than good for students in terms of their learning outcomes (Fehr and Falk, 2002). This may explain why academic results of students do not necessarily improve with performance pay, where a teacher's salary increases in relation to an outcome, such as student scores in a standardised test. Money may not be all that matters in the education sector (Steele, Murnane and Willett, 2010).

Motivation and incentives

The current debate around performance pay ignores non-pecuniary motivation, such as the pleasure in teaching students. Economic incentives may be necessary but do not ensure love for the profession. So it is essential to consider the possible linkages between motivation and incentives as presented in an oversimplification in Table 1, given that intrinsic motivation could have many aspects and in addition there are multiple incentives.

Table 1. Combination of motivation and incentives
table learning outcome
Source: Montoya, 2014

The ideal situation is presented in quadrant I where the intrinsic motivation and the reward are aligned. The worst case scenario in quadrant IV with no motivation and no incentive there is no effort. In the intermediate situation of quadrant II, the teacher is motivated to get results but lacks incentives to sustain the momentum over time. In quadrant III, there are incentives but they do not work because of a lack of motivation.

Part of the problem with the performance pay approach is it assumes that teachers alone are responsible for student performance. To be fair, it must also be linked to clear incentives for the student. After all, there is a limit to the teacher's ability to motivate students.

For example, many teachers make tremendous efforts with students, especially from vulnerable or high-risk groups, but don't necessarily see the results in assessments. Every country has highly-qualified teachers frustrated by unmotivated students or the opposite situation with motivated students confronted by unskilled teachers. How can we identify these dynamics based on a test result?

Teachers are part of the solution not the problem

Assessment results also don't show the non-pecuniary motives, such as the desire to teach and the sense of social justice, which can drive the efforts and results of teachers.

According to the 2013 Teaching and Learning International Survey (TALIS) of the Organisation for Economic Co-operation and Development (OECD), some countries revealed that 90% of participating teachers loved their jobs despite some difficult working conditions.

On the positive side, teachers working in collaborative environments, allowing for exchanges of ideas, reported higher job satisfaction and confidence in their abilities. The issue lies in the egg-crate schooling model [1] where many work in isolation. More than one-half reported that they rarely or never work as a team, and only one-third had the chance to see how their colleagues teach.

Secondly, TALIS reported that 9 out of 10 teachers agreed that performance appraisals led to positive changes as long as the evaluations were not simply treated as an administrative requirement (which seems to be the rule). Yet 46% of teachers reported that they have never received any feedback from their school principal.

Overall, research shows that teachers are the most important influence in schools on children's learning. So instead of trying to punish or reward them through salary schemes, perhaps we should take the lead from their personal inspiration in joining the workforce.

In 1939, Julio Cortázar (2009) [2], an Argentine writer and teacher, spoke of the challenges in his address to the graduates of a teacher training institute: "Those who have studied to become a teacher without really knowing what they want or expect beyond the position and the monetary benefits have already failed". But for those devoted to the mission of teaching, "the sacrifice will make them happy. Because in every true master we find a saint".

>>View all blogs about teachers on NORRAG NEWSBite

[1] The egg-crate schooling model refers to the stacking of one change on top of existing structures.
[2] Cortázar, J. (2009). Papeles Inesperados. Alfaguara. Buenos Aires, Argentina.

Do we know how to help teachers improve?


That's the question we have spent the last two years trying to answer.
On August 4, we'll publish our findings in our new report, The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development.

The Mirage examines how three large public school districts and one charter school network support teachers' professional growth—and how their support affects teachers' performance. It is based on surveys of 10,000 teachers and 550 school leaders, and interviews with 100 district office staff members.

We wanted to identify what distinguishes teachers who improve from those who don't, in the hope of creating a blueprint for helping far more teachers succeed in the classroom. Instead, what we found challenged all our assumptions about teacher development and how to achieve it at scale.

If you're in Washington, D.C. on August 4th, please join us at the launch of The Mirage to learn more.

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Event Details:

Tuesday, August 4, 2015, 10:00-11:30 a.m.
Capital Hilton, 1001 16th Street NW, Washington, D.C.

Welcome & Presentation of Findings
Daniel Weisberg, Chief Executive Officer, TNTP
Karolyn Belcher, President, TNTP

Panel Conversation and Q&A
Amanda Ripley, Investigative Journalist, TIME Magazine (Moderator)
Jennifer Corroy, Teacher, IDEA Public Schools, and 2013 Fishman Prize for Superlative Classroom Practice winner
John King, Senior Advisor, U.S. Department of Education and former New York State Education Commissioner
Kaya Henderson, Chancellor, DC Public Schools
Michael Garet, Vice President, Education Program, and Institute Fellow, American Institutes for Research

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​About TNTP
TNTP believes our nation's public schools can offer all children an excellent education. A national nonprofit founded by teachers, we help school systems end educational inequality and achieve their goals for students. We work at every level of the public education system to attract and train talented teachers and school leaders, ensure rigorous and engaging classrooms, and create environments that prioritize great teaching and accelerate student learning. Since 1997, we've partnered with more than 200 public school districts, charter school networks and state departments of education. We have recruited or trained more than 50,000 teachers, inspired policy change through acclaimed studies such as The Widget Effect (2009) and The Irreplaceables (2012), and launched one of the nation's premiere awards for excellent teaching, the Fishman Prize for Superlative Classroom Practice. Today, TNTP is active in more than 40 cities. tntp.org

Revue de l'emploi des Enseignants Contractuels

Dans le cadre de son mandat visant la diffusion de connaissances pour la mise en place de politiques et pratiques enseignantes éclairées, la promotion et le partage des connaissances, l'ES se propose de mobiliser ses partenaires et d'examiner le statut et la qualification des enseignants contractuels en Afrique subsaharienne.

Cette revue aura deux dimensions:
(i) la préparation d'un rapport dans chaque pays participants ; et
(ii) l'organisation d'une conférence internationale sur les enseignants contractuels dans l'un des pays où les conclusions des rapports seront partagées entre des décideurs, des praticiens, des chercheurs de l'Afrique et d'ailleurs, ainsi que des partenaires au développement qui soutiennent l'éducation.

La note conceptuelle est disponible icon-10

Review of the Use of Contract Teachers in Sub-Saharan Africa

In pursuing its mandate of knowledge dissemination for informed teacher policy and practice and promoting information and knowledge-sharing, the TTF has mobilized its partners to review the scope and implications of the use of contract teachers in selected sub-Saharan Africa.


This review will have two dimensions:
(i) the preparation of a report on the participating countries; and
(ii) the organization of an international conference in one of the countries where the conclusions of the report will be shared among decision-makers, practitioners and researchers from the region and beyond, and development partners supporting education.

The concept note of the project is available icon-10

TROISIEME CONFERENCE INTERNATIONALE SUR LE FINANCEMENT DU DEVELOPPEMENT

ADDIS ABEBA, 13-16 JUILLET 2015

Le Réseau Africain de Campagne pour l'Education Pour Tous (ANCEFA) coordonne le travail des Coalitions Nationales d'Education (CNE) de 35 pays en Afrique dans la promotion du droit à une éducation inclusive de qualité pour tous. En tant que partie prenante à la troisième Conférence Internationale sur le Financement du Développement, ANCEFA lance un appel aux gouvernements et aux partenaires d'adopter une approche de financement du développement basée sur les droits et de mettre le droit à l'éducation au centre des Objectifs de Développement Durable proposés.

ANCEFA exhorte les délégués de la Conférence Internationale sur le Financement du Développement à prendre en compte les points suivants :
  1. Les Gouvernements portent la responsabilité principale de fournir une éducation de qualité et des possibilités d'apprentissage tout au long de la vie à tous. Le secteur de l'éducation doit être envisagé de façon holistique du préscolaire à l'enseignement supérieur comme indiqué dans l'ODD4. L'éducation primaire et secondaire publique et gratuite est au centre des ODDs.
  2. Le financement de l'éducation doit être augmenté. Au moins 6% du PIB ou 20% des dépenses publiques doivent être consacrées à l'éducation au niveau national. L'aide publique au développement (APD) doit atteindre au moins 0,7% en vue de réaliser les objectifs de l'éducation et les autres besoins de financement international. Nous soutenons la poursuite du Partenariat Mondial pour l'Education. Le financement privé ne peut en aucun cas remplacer le rôle fondamental des finances publiques. Nous disons «NON» à la privatisation accrue de l'éducation et des services sociaux essentiels.
  3. Des stratégies novatrices de financement national devraient être explorées y compris par la fiscalité. La création d'un organe intergouvernemental des Nations Unies sur la fiscalité avec une représentation africaine significative contribuera à renforcer les capacités des pays en développement de générer un financement intérieur important pour le développement.
  4. Une révolution des données est nécessaire pour cibler l'éducation et d'autres ressources plus efficacement, et d'atteindre les plus marginalisés en accordant les priorités du financement aux pays en développement et à l'Afrique.
  5. La société civile doit être reconnue dans son rôle intégral de plaidoyer, de financement et de suivi du budget, de renforcement de la responsabilité et de promotion de la participation communautaire ainsi que de soutien à la révolution de données.
Pour plus d'information, contacter Mr. Limbani Eliya Nsapato, Coordinateur Régional de ANCEFA,
Email: Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser. g ; Téléphone à Addis (du 13 au 16 Juillet 2015): +251 96860 8232.
THIRD INTERNATIONAL FINANCE FOR DEVELOPMENT CONFERENCE
ADDIS ABABA, 13-16 JULY 2015

Africa Network Campaign for Education for All (ANCEFA)
coordinates the work of National Education Coalitions (NECs) from currently 35 countries in Africa in promoting the right to inclusive quality education for all. As a stakeholder represented at the Third International Financing for Development Conference (FfD3) ANCEFA calls upon governments and cooperating partners to be driven by the rights- based orientation to development financing and put the right to education at the centre of the proposed Sustainable Development Goals (SDGs).

ANCEFA urges delegates of the FfD3 to consider the following:
  1. Governments bear primary responsibility for delivering quality education and lifelong learning opportunities for all. Education sector should be addressed holistically from pre-school to higher education as set out in SDG4. Free public primary and early secondary education is central to SDGs.
  2. Financing for education should be increased. Domestic education resources should amount to at least 6% of the GDP and at least 20% of public expenditures. Official Development Assistance (ODA) must meet or surpass 0.7% in order to ensure fulfillment of education and international financing needs. We support continuation of Global Partnership for Education. Private financing cannot replace the fundamental role of public finance. We say "NO" to increased privatization of education and essential social services.
  3. Innovative domestic financing strategies should be explored including through taxation. Creation of a broad-based- intergovernmental UN tax body, with adequate representation of African Member States will help strengthen developing countries abilities to generate significant domestic financing for development.
  4. A data revolution is needed to target education and other resources most effectively and to reach the most marginalized with financing priorities to developing countries and Africa.
  5. Civil society role should be recognized as integral in advocacy, financing and budget tracking, enhancing accountability and community involvement as well as supporting data revolution.

Download briefing papers developed by ANCEFA, Women Thrive World Wide and GCE for the FfD3 conference below.
- KEY MESSAGES from the GLOBAL CAMPAIGN FOR EDUCATION
- KEY MESSAGES from the ANCEFA and Women Thrive World Wide

For more information, contact: 
Mr. Limbani Eliya Nsapato, ANCEFA Regional Coordinator
on Email: Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.  or on phone in Addis (13-16 July 2015 only): +251 96860 8232.

Le programme SABER de la Banque Mondiale et l'Equipe spéciale s'associent pour examiner les prérequis pour la profession enseignante


L'une des missions de l'Equipe spéciale est de suivre l'évolution du manque d'enseignants, afin de susciter l'élaboration de politiques appropriées et adaptées
aux niveaux mondial et national. Selon le Rapport mondial de suivi de l'EPT 2013/2014, des projections fondées sur les données de 2011 montrent que
5.200.000 enseignants devraient être recrutés entre 2011 et 2015 pour répondre à l'objectif de l'enseignement primaire universel (EPU) d'ici à 2015 (objectif EPT 2). Des disparités existent entre les pays et les régions, mais la pénurie d'enseignants et la qualité des enseignements sont des préoccupations mondiales aggravées par l'évolution constante des besoins d'éducation. L'équipe de la Banque mondiale SABER et l'Equipe spéciale se rencontrent pour examiner les exigences relatives aux enseignants et ont identifié 27 pays pour ce projet qui se conclura par un rapport intitulé « L'enseignement comme profession : les prérequis pour une éducation équitable de qualité ».

Une session d'orientation sera organisée et réunira les consultants nationaux des 27 pays participants à cette étude à l'Institut international de planification de l'éducation (IIPE), les 9 et 10 juillet. L'objectif de cette session d'orientation est de familiariser les experts des pays participants avec la collecte de données, l'analyse, ainsi que les processus de rapport du questionnaire de SABER-Teachers. Les animateurs sont Andrew Trembley (Banque Mondiale, SABER-Teachers), Edem Adubra et Hiromichi Katayama (Secretariat de l'Equipe spéciale).

Pour plus d'informations, rendez-vous sur :
- La note conceptuelle (anglais)
- La liste des pays participants (anglais)

World Bank SABER and TTF Join to Review Requirements for Teachers


Monitor the teacher gaps to inform appropriate and responsive policies at global and country levels are one of the TTF's missions. According to the 2013/2014 EFA Global Monitoring Report, projections based on data from 2011 show that 5.2 million teachers would have to be recruited between 2011 and 2015 in order to meet the Universal Primary Education (UPE) goal by 2015 (EFA goal 2). Country-level and regional discrepancies exist. But teacher shortage and quality are a global concern and influenced by changing education demands. The World Bank SABER team and the TTF join to review requirements for teachers and identified 27 countries for this project that will conclude with a Report entitled: "Teaching as a Profession: Requirements for Equitable Quality Education".

An orientation session will take place, gathering the national consultants from the 27 participating countries in this study at UNESCO International Institute for Educational Planning (IIEP) on 9th and 10th July. The objective of this orientation session is to familiarize experts from participating countries with data collection, analysis and reporting with SABER-Teachers questionnaire. Facilitators are Andrew Trembley (World Bank, SABER-Teachers), Edem Adubra and Hiromichi Katayama (Teacher Task Force (TTF) Secretariat).

For more information:
- Concept note
- List of Participating Countries
The TTF share it's position on Incheon Déclaration at Oslo Summit.
The message is simple: "Empower Teachers or Miss Education & Development Goals!"

Download the TTF Position paper: 
"Invest in Teachers and Teaching to Achieve Education 2030"Invest in Teachers and Teaching to Achieve Education 2030" (English)
« Investir dans les enseignants et l'enseignement pour assurer l'Education 2030» (French)

"Teaching as a Profession: Requirements for Equitable Quality Education"

Among the actions ascribed to the TTF is the monitoring of the teacher gaps to inform appropriate and responsive policies at global and country levels. According to the 2013/2014 EFA Global Monitoring Report, projections based on data from 2011 show that 5.2 million teachers would have to be recruited between 2011 and 2015 in order to meet the Universal Primary Education (UPE) goal by 2015 (EFA goal 2). Country-level and regional discrepancies exist. But teacher shortage and quality are a global concern and are influenced by changing education demands.

Building on the ground work done by the GMR, the TTF proposes to deepen the review of prevailing policy provisions on the teaching profession around the world and map out requirements for the profession in different contexts to inform implementation of post-2015 education agenda. 25 countries are identify for this report.

For more information about the international thematic report 2015, please consult the concept note.
In view of steadily rising expectations on technical and vocational education and training (TVET) systems this book takes stock of contextual demands and recent policy trends from around the world. The book identifies an expanding disconnect between the external demands of economic growth, social equity and the sustainability of development and the skills being supplied.

The authors ask, 'What would it take to unleash the potential of TVET systems?'. In response, an integrated analytical approach is proposed through which economic growth, social equity and sustainability perspectives can be strategically combined so as to address contemporary policy concerns such as youth unemployment, gender disparities and climate change. Policy-makers and other stakeholders may use this approach for the analysis and assessment of TVET systems, to identify appropriate strategies and key enablers for their transformation.

The book calls for the transformation of current TVET systems to enable them to respond in a sustainable and effective fashion to the demands of their contexts. Because contextual demands in the twenty-first century are rapidly changing, this transformation should enable the systems to acquire the agility to stay current and responsive. Unleashing the potential of TVET systems will therefore require not only their expansion, but even more importantly, their dynamic and continuous transformation into lifelong learning systems.

The book is available online and can be ordered through UNESCO Publishing.

This is the third volume in UNESCO's new book series Education on the Move. The series focuses on key trends in education today and challenges for tomorrow. It seeks to bring research knowledge produced by various academic disciplines and within various organizations to those who can shape educational policies and drive reforms.

LA REFORME DE LA FORMATION INITIALE DES INSTITUTEURS EN CÔTE D'IVOIRE

Le rapport envoyé par Mr. Kouadio MEA 
Directeur des Ecoles, Lycées et Collèges,
Point focal de l'Equipe Spéciale pour l'EPT

1. POURQUOI LA REFORME ?

La République de Côte d'Ivoire a engagé une réforme de son système éducatif par la définition d'une nouvelle politique éducative efficace et équitable. Cette réforme lui permet d'avancer vers les objectifs d'accès et d'achèvement universels de l'enseignement primaire de qualité.
En effet, le RESEN 2009 a permis d'identifier des défis structurels importants. Par ailleurs, à la demande du Ministère, un audit des établissements de formation initiale des maîtres, dits CAFOP (Centre d'Animation et de Formation Pédagogique) a permis de déceler les principaux dysfonctionnements du système de la Formation Professionnelle Initiale, au niveau de la gestion du système, mais surtout dans la conception de la formation professionnelle et dans l'encadrement pédagogique de la formation professionnelle. Ces dysfonctionnements peuvent se résumer ainsi :
  • Une gouvernance d'ensemble et de proximité des CAFOP qui ne régule pas efficacement les dysfonctionnements (gestion des ressources humaines, gestion matérielle, gestion pédagogique) ;
  • L'absence d'un référentiel des compétences de l'instituteur ivoirien donnant une cohérence et une finalité à l'édifice de la Formation Initiale ;
  • L'inadéquation entre les curricula actuels, dont le modèle est calqué sur ceux de l'école primaire, et les contraintes actuelles d'une professionnalisation de la formation ;
  • Un concours d'entrée dans les CAFOP manquant d'efficacité pour le recrutement des meilleurs profils d'Elève-Maître ;
  • Un corps de professeurs formateurs peu avancés dans la maîtrise des techniques de la formation professionnelle initiale d'enseignants ;
  • Un corps de Maîtres d'Application non formés à l'encadrement de la formation pratique des Elèves-Maîtres et sans relations fonctionnelles avec une structure du type Ecole d'Application.
Afin de pallier à ces dysfonctionnements, il est préconisé un ensemble de mesures visant à une amélioration de la professionnalisation de la formation professionnelle initiale des enseignants du préscolaire et du primaire. Elles portent sur une conception de la formation professionnelle initiale dont l'architecture est fondée sur la recherche de compétences professionnelles indispensables à l'exercice du métier d'enseignant du primaire.
L'identification et la définition de ces compétences conditionneront la cohérence, l'efficacité et la qualité de l'ensemble du système. A cette fin, le renforcement des capacités des formateurs de la formation professionnelle initiale devra constituer une des dimensions importantes au même titre que celui des capacités de la gestion de l'appareil de formation.
L'objectif général de cette réforme est de mettre en place les instruments qui vont permettre aux CAFOP de fonctionner de manière efficace et garantir l'adéquation des profils des élèves-maîtres aux exigences du programme afin d'améliorer les résultats des élèves.

2. COMMENT SE CONDUIT LA REFORME ?

La réforme de la formation initiale des maîtres est conduite par une équipe constituée à cet effet par le Ministre. Placée sous la supervision de l'Inspection générale et pilotée par la Direction des Ecoles, Lycées et Collèges qui a en charge la formation initiale, cette équipe est composée des personnels relevant de toutes les structures du Ministère concernées par la chaîne de la formation, depuis l'enregistrement des candidatures au concours d'entrée dans les CAFOP jusqu'à la certification des élèves-maîtres : Inspection générale, Direction de la Mutualité et des Œuvres Sociales en Milieu Scolaire, Direction des Ecoles, Lycées et Collèges, Direction de la Pédagogie et de la Formation Continue, Direction des Examens et Concours, Direction des Ressources Humaines, Direction des Affaires Financières, CAFOP et Inspection de l'Enseignement Primaire ( voir photo ).
Cette équipe est soutenue par un cabinet d'experts internationaux, ce qui permettra aux outils et autres dispositifs mis en place de répondre aux exigences des standards universels.
Les travaux de cette équipe mixte se sont déroulés, dans leur première phase, de février à juin 2015. Ils ont consisté en des collectes d'informations, observations d'activités sur le terrain, travaux de groupes et séances plénières. Les résultats de ces travaux sont consignés dans des rapports validés par « Le Comité de pilotage des réformes du système éducatif » institué par arrêté du Ministre.
Dans une deuxième phase, au cours de l'année scolaire 2015-2016, les éléments de la réforme seront expérimentés sur l'ensemble des CAFOP.

3. QUELS SONT LES RESULTATS DE LA REFORME ?

Pour l'heure, nous disposons :
  • D'un référentiel des compétences des instituteurs permettant à la fois de gérer la progression des apprentissages et d'impliquer les élèves dans leur apprentissage et leur travail ;
  • D'un guide de la gouvernance qui donne des indications précises sur les modalités de coordination, de concertation et de régulation.

4. QUELLE EST LA SUITE ?

Pour que la réforme de la formation initiale des instituteurs soit complète et définitive, et en accompagnement du référentiel des compétences, les tâches suivantes devront être accomplies en 2015-2016.
  1. La révision des curricula par la définition d'une série d'activités dont le but consiste à favoriser chez l'instituteur des changements de comportements au niveau du savoir, du savoir-faire ou du savoir-être pour s'intégrer dans un environnement professionnel ;
  2. L'appropriation du référentiel et des curricula par les différents des formateurs : professeurs, maîtres d'application, Inspecteurs et Conseillers pédagogiques ;
  3. La formation des gestionnaires au guide de gouvernance ;
  4. L'élaboration d'un plan de la formation initiale suffisamment flexible pour pouvoir s'adapter aux contraintes et ressources locales ;
  5. L'adaptation de la nature des épreuves au concours de recrutement, épreuves qui devront permettre de sélectionner les candidats les plus aptes à suivre le plan de formation et à exercer le métier d'instituteur ;
  6. L'élaboration d'un schéma d'organisation du processus de certification après la formation initiale.
Ainsi se présente l'ossature globale de la réforme de la formation initiale des instituteurs que nous pensons être un gage de qualité devant accompagner la scolarisation obligatoire qui sera mise en œuvre à partir de septembre 2015. Une session d'évaluation est prévue à la fin de l'année scolaire 2015-2016, qui permettra d'intégrer les corrections relevées dans la mise en œuvre des curricula et du guide de gouvernance.

Cote divoire Reform


Recent Publication related to teachers! 
The Teaching Profession in Europe: Practices, Perceptions,
and Policies

This Eurydice report analyses the relation between the policies that regulate the teaching profession in Europe,
and the attitudes, practices, and perceptions of teachers.
The analysis covers aspects such as initial teacher education, continuing professional development,
transnational mobility
, as well as teacher demographics, working conditions, and the attractiveness
of the profession
.

The report focuses on almost two million lower secondary education teachers employed in the 28 EU Member States,
Iceland, Liechtenstein, Montenegro, the former Yugoslav Republic of Macedonia, Norway, Serbia, and Turkey.
It is based on Eurydice and Eurostat/UOE data, as well as on a secondary analysis of TALIS 2013,
combining qualitative and quantitative evidence. The reference year is 2013/14.

Contents:

Chapter 1: Demographics and Working Conditions

Chapter 2: Initial Teacher Education and Transition to the Teaching Profession

Chapter 3: Continuing Professional Development

Chapter 4: Transnational Mobility

Chapter 5: Attractiveness of the Teaching Profession

Sourse: European Comission - EURYDICE 
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Publications:The_Teaching_Profession_in_Europe:_Practices,_Perceptions,_and_Policies

WFP Shifts Focus To Recovery After Nepal Earthquake With Cash, Porters And Clinics

United Nations World Food Programme (WFP)
Published on 24 June 2015
Source: http://www.wfp.org/news/news-release/wfp-shifts-focus-recovery-after-nepal-earthquake-cash-porters-and-clinics  

KATHMANDU – Thousands of porters are carrying food and other relief high into Nepal's mountains, and repairing trails as they go, as part of a shift by the United Nations World Food Programme (WFP) from emergency response to longer-term recovery after the 25 April earthquake.

"Over the last two months, we have fed nearly 2 million people in some of the most challenging terrain on earth," said Richard Ragan, WFP's Emergency Coordinator in Nepal.

"We have started the difficult transition from the emergency period to the early recovery phase – providing cash, employment and rebuilding opportunities for people heavily impacted by the disaster," he said.

A cash-for-work programme in areas with access to markets has already allowed 9,000 households to build transitional shelters and to work on their fields, which in turn has revitalized local markets.

Up to 20,000 porters, who lost their livelihoods because of the abrupt end to the trekking season, receive income for repairing vital trails blocked by the quake and for bringing essential supplies to communities that have been cut off.

In partnership with the World Health Organization, WFP is building 50 temporary clinics in remote areas to enable communities to access much-needed health services.

However, on the eve of the international donor community meeting in Kathmandu, WFP is warning that it is running out of funds. WFP's operation in Nepal is 38 percent funded and US$74 million is needed to keep providing assistance until the end of the year.

WFP, as the lead UN agency for logistics, also needs to continue providing essential logistics and telecommunication services, including maintaining a fleet of trucks to transport relief items and building materials on behalf of the entire humanitarian community.

"The world has come together with huge generosity to provide life-saving assistance to the people of Nepal," said Ragan. "The hard work, though, begins now. People need to urgently build temporary shelters against the monsoon rains. The heavy downpours risk causing more landslides on land already unsettled by scores of aftershocks. To maintain and expand an operation of this scope and logistical complexity, sustained financial support is required."

So far WFP has received contributions from (in alphabetical order): Australia, Canada, Denmark, the European Union, Germany, Japan, Liechtenstein, the Netherlands, Norway, private donors, the UN's Central Emergency Response Fund, the United Kingdom, and the United States of America.

# # #

WFP is the world's largest humanitarian agency fighting hunger worldwide, delivering food assistance in emergencies and working with communities to improve nutrition and build resilience. Each year, WFP assists some 80 million people in around 75 countries.
Follow us on Twitter @wfp_asia and @wfp_media

To download broadcast-quality video: https://www.hightail.com/download/bXBiRkJaMGtnYU1VV01UQw 
To download high-resolution photos: https://www.yousendit.com/download/bXBiRkJVMVgxUURvS3NUQw 

For more information please contact (email address: Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser. ):
Iolanda Jaquemet, WFP/Nepal, Mob. +977 9802 039 678
Angeli Mendoza, WFP/Bangkok, Mob. +66 81 843 3915
Zoie Jones, WFP/Rome, Tel. +39 06 6513 3940, Mob: +39 342 902 5566
Gregory Barrow, WFP/London, Tel. +44 20 72409001, Mob. +44 7968 008474
Elisabeth Byrs, WFP/Geneva, Tel. +41 22 917 8564, Mob. +41 79 473 4570
Bettina Luescher, WFP/New York, Tel. +1 646 5566909, Mob. +1 646 8241112
Steve Taravella, WFP/Washington DC, Tel. +1 202 653 1149, Mob. +1 202 770 5993

Wenhui (文晖) Award for Educational Innovation 2015

Innovations for Skills Development for the Future
Source: UNESCO Bangkok 
http://www.unescobkk.org/education/apeid/wenhuiaward/wenhui-award-2015

Don't miss the deadline!

Call for Nominations

A McKinsey report, Education to Employment, highlighted a paradox of two global crises – high youth unemployment rates and shortage of workforce with critical job skills. In 2013, 73.4 million young people were unemployed. At the same time, 58% of employers surveyed thought that entry-level new hires did not have the necessary skills they needed.

We live in a rapidly changing and interconnected world. So, what sort of skills are needed to cope with continuous changes, and how can these skills be developed?

UNESCO has identified three types of skills: (i) foundation skills, (ii) specialized skills and (iii) transversal skills. These three sets of skills are equally important and none can be neglected. As economies are increasingly driven by knowledge, information and technology, the development of these skills throughout life becomes correspondingly critical.

The Wenhui (文晖) Award for Educational Innovation, established by the National Commission of the People's Republic of China for UNESCO, and coordinated by the UNESCO Asia-Pacific Programme of Educational Innovation for Development (APEID), aims to recognize the contributions of educators and institutions which have optimized the potential of education and the human innovative spirit to address and resolve pressing issues and problems facing our world today.

For 2015, the theme of the Wenhui Award is Innovations for Skills Development for the Future to recognize innovative approaches that have helped to develop the different types of skills needed for the 21st century, demonstrated effective re-skilling and adjustment to skills mismatch, and contributed to productive and sustainable development.

Two individuals or institutions from the Asia and Pacific region will be selected by a jury of distinguished educators. The winners will each receive a Certificate of Excellence and prize money of US$ 20,000 at the Wenhui Award event to be held in Ningbo, Zhejiang Province, China. Certificates of Merit may also be awarded to individuals or institutions that have demonstrated commendable innovative practices. The results will be announced through a variety of channels to share the achievements of the winners and awardees.

Who is eligible for the Award?

Individuals or institutions from UNESCO Member States in Asia and the Pacific region that have designed and implemented significant educational innovations leading to improved access to, and quality in, education and skills development will be eligible for the Award.

More specifically, the Jury will be looking for educational innovations that have:
  • developed educational and training contents, pedagogies and knowledge to enhance skills development for the 21st century;
  • brought about noticeable changes in values, mindsets, practices, behaviours and skills for now and in the future; and
  • promoted and translated the principles of lifelong learning in skills development.

How to apply for the Award?

Applications can be submitted by government agencies, educational institutions, international organizations, non-governmental organizations and individuals in UNESCO Member States in the Asia and Pacific region. All applications should reach the Award Secretariat at UNESCO Bangkok through the National Commissions for UNESCO, UNESCO Offices and other organizations associated with UNESCO, using an official Award Application Form available here (.doc,170kb).

More details about the Award, including the list of UNESCO offices and associated institutions, evaluation criteria, application process and conditions of entry, are available in the box on the right.

All applications must reach the Award Secretariat by 29 July 2015.

Details about the Award are available at http://www.unescobkk.org/education/apeid/wenhuiaward/wenhui-award-2015 

Important dates:
Closing date for nominations 29 July 2015
Selection of shortlisted nominations Early September 2015
Final selection and announcement of winners End of September 2015
Award ceremony To be confirmed

For further information, contact:
Wenhui Award Secretariat
UNESCO Bangkok
920 Sukhumvit Road, Prakanong
Bangkok 10110, Thailand
Tel: (66-2) 391-0577
Fax: (66-2) 391-0866
Email: Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.  
Website: http://www.unescobkk.org/education/apeid/wenhuiaward/wenhui-award-2015
UNESCO is seeking applications for an
Associate Project Officer in HIV and Health Education - based in Dakar (Senegal)

Title: Associate Project Officer (HIV and Health Education)
Domain: Education
Grade: P2

Organizational Unit: UNESCO Office in Dakar – Multi sectoral Regional Office for West Africa (Sahel), Burkina Faso, Cape Verde, Gambia, Guinea Bissau, Mali, Niger, Senegal
Duty Station: Dakar, Senegal

Type of contract: Project Appointment
Annual salary: Approximately 72,262 USD (without dependents)
Approximately 77,042 USD (with dependents)
Duration of contract: 1 year with possibility of extension (six months probationary period)

Deadline (midnight, Dakar time): 15th July 2015
Application to be sent to: Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser. ,
CV Form to be used with a cover letter making reference to post PA (P2),
Associate Project Officer, Dakar, Senegal and including contact details for 3 referees

Kindly download and see the job description and the UNESCO CV to be completed attached.
UNESCO DOES NOT CHARGE A FEE AT ANY STAGE OF THE RECRUITMENT PROCESS

Nepal's Children Pay the Highest Price - Earthquakes Threaten Education Progress

19/06/2015
by, Purna Kumar Shrestha, VSO Lead Education Adviser
Original Article : The Blog - Huffington Post 


Since the first devastating earthquake struck Nepal seven weeks ago, nearly nine thousand people are dead, thousands are injured and approximately 2.5 million people are now homeless. The Nepalese government and the international community are rushing to provide temporary shelter and safe learning spaces for children before the monsoon season hits from the end of June. From everything I am hearing via my family, VSO colleagues, partner organisations and our volunteers on the ground, I'm concerned for Nepal's children who may find it hard to cope in such difficult circumstances.

Education at Risk

Nepal's earthquakes including the more than three hundred aftershocks have set Nepal's Education System back by several years. Nepal has improved access to education in recent years - 8 out of 10 three to four year olds now have access to 'Early Childhood Education and Development' services and the gross enrolment ratio has reached 96% at primary school level (year 1- 5). According to a Ministry of Education post-disaster needs assessment, 8,242 schools have been affected, 25,134 classrooms have been completely destroyed and a further 22,097 classrooms have been partially damaged. Schools and colleges have been closed for a month in some areas, forcing more than 2 million children out of education.

Eye-watering costs

The Ministry estimates the total damage to the country's education system at US$ 313.2 (£ 204.7) million, mainly to infrastructure. Demolition and debris removal, construction of temporary learning centres, child-friendly spaces, water, sanitation and hygiene (WASH) facilities, plus school repair costs total US$ 32.5 (£21.24)million. Recovery and reconstruction needs in education alone from 2016 to 2020 are estimated at US$ 414.8 (£270.79) million.

Vulnerable children

Although some schools re-opened last week, most classes have taken place in 'Temporary Learning Centres (TLCs)'. Destruction of family homes and mass displacement, have severely impacted the mental health and well-being of Nepal's children. One VSO volunteer working in education Anne Marcer from Devon, has spoken about the challenges she sees after assessing damage in remote areas. Even students whose schools haven't been badly damaged are too frightened to attend, due to the continuous aftershocks, some of which she experienced firsthand with the communities she met. Also she sees things like unsafe toilets for the girls to use becoming a big problem as girls will not be prepared to use the boys toilet, so many will not attend school until this is repaired or rebuilt.

Although these children need continuous relief in terms of food, clean water and shelter, we mustn't forget that providing a basic education in the wake of a disaster- even in a Temporary Learning Centre - plays a vital role in a recovery situation. TLCs are important too as they minimise disruption to girls' education and protect girls from exploitation and abuse.

Girls at risk

A recent media report in the Guardian suggests that thousands of girls made vulnerable by Nepal's earthquakes are being targeted by human traffickers. I am horrified by this, as nearly 15,000 persons (mostly women and children) in Nepal are trafficked every year. Fourteen areas worst-hit by the earthquakes, like Dhading District, are now most at risk from human trafficking. Only last week, police reportedly intercepted 44 children travelling from Dhading to Kathmandu with adults who were not their legal guardians. Over 50 girls were rescued from the Indian borders since the first earthquake in April. If we don't act now to create a safe school environment, thousands of girls will be victims of human trafficking.

Rebuilding Better- an opportunity

Imagine if the 7.8 earthquake had occurred during school time? It could have been even more disastrous. As it stands, over 80% of schools in Sindhuplachok District have been completely destroyed. According to the Ministry of Education, nearly 250 schools need to be relocated to a safer area and the risk of flooding and landslides is still high. When Nepal rebuilds schools, we must ensure they are resilient and provide a safe environment for teaching. This crisis has created an opportunity to build safer schools for girls - building female toilet blocks will give girls the dignity and privacy they need and peace of mind for their parents. Improving disaster resilience is not only from a structural perspective, it also requires a better curriculum, more textbooks and implemented safety procedures.

We must continue to fundraise globally and be watchful over all the rebuilding efforts so that our children are safe and their future is as bright as it once was.

Early Recovery Cluster: Nepal Earthquake Cluster Brief, June 2015

18 Jun 2015

HUMANITARIAN NEEDS

Three key Early Recovery priorities have been identified under the leadership of the Ministry of Federal Affairs & Local Development (MoFALD) and Ministry of Urban Development (MoUD).

Debris management and safe demolition

Government reports 458,272 houses destroyed and 177,389 damaged which means an estimate of 40 million cubic meters of debris need to be managed.

Community infrastructure & livelihood recovery

Initial assessments indicate that affected communities lost significant livelihood assets such as small irrigation structures, existing renewable energy sources, community feeder roads and trails, seed stores, market centres and cooperative offices. 69% of the population in the 14 priority districts report loss of livelihood.

Restoration of critical local services

In 629 Village Development Committees (VDC) and 41 municipalities in the 14 most affected districts, 244 government buildings have initially been reported as totally damaged.3 Many households are estimated to have lost essential documentation, and without offices to replace these, their access to services and emergency relief is severely limited.

Download the figures in pdf: http://www.humanitarianresponse.info/fr/system/files/documents/files/er_brief_20150617.pdf 
Source: Relief web http://reliefweb.int/report/nepal/early-recovery-cluster-nepal-earthquake-cluster-brief-june-2015

Making Rwandese educational portals accessible to people with disabilities

Rwanda-Inclusive Education UNESCO, in cooperation with the University of Rwanda and DAISY Consortium organized a training workshop from 26 to 29 May 2015 on inclusive publishing and web accessibility. Representatives of educational institutions and the National Council of People Living with Disabilities attended the training, which focused on accessibility problems identified in educational portals in Rwanda. 


UNESCO conducted a web accessibility audit of educational portals from the Ministry of Education, the Rwanda Education Board and the Workforce Development Agency. As a result a four-day training workshop was organized, focusing on common web accessibility barriers, guidelines, best practices and coding of snippets for retrofitting of inaccessible websites.
Participants from Rwanda working on accessible publishing exercice. © UNESCO  

The workshop provided hands-on training on inclusive publishing and the production of digital content that conforms to international standards and is accessible to everyone including people with disabilities. A participant from the College of Education, Kigali, said that in the training he learnt how to prepare materials for people living with disabilities (texts, pictures and sound records).

This training activity is part of a three-fold approach to develop accessible ICTs in Rwanda. The first part focuses on the policy environment of ICTs for people living with disabilities in Rwanda. A policy brief on ICTs and Disabilities is being developed to inform ICT and education policy interventions. The second part focuses on capacity development in the field of inclusive technologies. And finally, the third part will focus on supporting the establishment of a national resource centre that would provide information relevant to people living with disabilities, as well as training facilities, based on the UNESCO Inclusive Learning Lab (i2Lab). This is a UNESCO-led approach to building a diverse, dynamic and inclusive learning environment for persons with disabilities.

The ICT sector in Rwanda is singled out as a priority that can change dramatically the entire society. ICT can contribute towards creating employment and generating incomes, including disadvantaged communities, particularly among women, youth and persons with disabilities. However, if disadvantaged communities do not have access to technologies because of accessibility barriers, the impact will be limited. UNESCO is, therefore, undertaking several initiatives aimed at making ICT accessible and introducing significant improvements in the lives of these persons, allowing them to enhance their social and economic integration in communities by enlarging the scope of activities available to them. As one of the workshop participants remarked, he had never thought about disability in his day-to-day activities, but, from now on, he would have it in his mind when developing ICT solutions.

The UNESCO activities are carried out within the framework of the Rwanda Joint Flagship on Youth and Women Employment, supporting formal training institutions to provide digital educational materials to young people living with disabilities.

Source: UNESCO Media Service
http://www.unesco.org/new/en/media-services/single-view/news/making_rwandese_educational_portals_accessible_to_people_with_disabilities/#.VYEwc_ntlHx

UNFPA: Relief workers in Nepal race to beat monsoon rains

15 June 2015, by Nicole Foster

RASUWA DISTRICT, Nepal

Ishwari Dangol spent 12 hours trying to pull her seven-year-old son from the rubble of Nepal's massive April earthquake. She was seven months pregnant at the time, and has since struggled to access antenatal care and to cope with her son's tragic death. 

She is not alone: In the 14 worst-hit districts, more than 5 million people have been affected, including some 93,000 pregnant women. And with the monsoon season imminent, reaching women and girls in remote affected areas is becoming urgent than ever.

Mobile reproductive health camps have been deployed to provide health services in affected communities, with priority going to the most remote of the affected areas. "This camp has services especially for pregnant women, and also offers psychosocial counselling. That's why I came here," Ms. Dangol told UNFPA at a mobile health camp in Betrawati, Rasuwa District.

"Most of the houses are gone. Many health facilities where people used to get primary treatment are devastated," said Suman Panta, a doctor at the camp, which reached more than 500 people in just three days.

"We are going to the furthest places first, the ones we won't be able to reach once the monsoon starts. We are also mentally prepared for the weather challenges ahead," Dr. Panta added.

Camp care

UNFPA, in partnership with health authorities and local organizations – including the Adventist Development and Relief Agency, CARE, and the Family Planning Association of Nepal – has supported and secured funds for about 50 reproductive health camps in the 14 most-affected districts.

The camps provide a wide range of services, from antenatal and postnatal care to family planning and health education, as well as counselling that includes guidance on preventing gender-based violence. Medicine is free of charge, and adolescent-friendly spaces cater to the specific needs of young people.

Radio spots and outreach by Nepal's female community health volunteers are ensuring communities learn about the services available. Families from extremely remote areas are now clustering in places where the mobile camps can be more easily accessed, and where referrals to a district hospital can be made.

Supplies for safe delivery

UNFPA, working with district health offices and local NGOs, is also providing reproductive health kits to local health personnel. These kits contain the supplies needed to provide reproductive health services for various population sizes over a three-month period.

The kits can support antenatal and postnatal care, safe childbirth – even Caesarean section –family planning, management of miscarriage, prevention and treatment of sexually-transmitted infections, and post-rape treatment.
"Ultimately, these kits help reduce maternal mortality and morbidity, which is a priority for Nepal," said Kabita Balami, a staff nurse at the camp.

UNFPA has also distributed clean delivery kits, which containing a razor blade, cord clamp, soap, sterile plastic sheet, gloves and other supplies, designed for women who give birth before they are able to reach a health facility.
"We always encourage transfer to local hospitals and health facilities for assisted deliveries," explained Dr. Panta, "but in case they don't make it in time, the clean delivery kits can help ensure a safe delivery at home or in a camp or temporary shelter for displaced people."

Aftershocks, physical and emotional

The earthquake has been particularly gruelling for pregnant women, with many worrying about the impact it may have on their pregnancies.
"Many people were talking about how the earthquake would cause premature deliveries," said Sushila Acharya, 19, at the Betrawati health camp. "I am nervous for my baby."
"The earthquake has brought out a lot of issues for the women here," explained Monika Devkota, a counsellor at the camp. "Many are experiencing flashbacks to earlier traumas, or suffer from severe anxiety and grief from losing loved ones. This impacts their well-being and the health of their baby, so these sessions are essential."

Ms. Devkota flagged six cases as 'critical' in just one day at the Betrawati camp. Ms. Dangol was one of them.
Measures have been put in place to ensure follow-up support.

IAEA: Supporting Nepal with the Help of Nuclear Applications

Monday 15 June 2015 15:00 CEST
By Nicole Jawerth and Luciana Viegas, IAEA Office of Public Information and Communication

As Nepal begins recovery work after a devastating earthquake in April, the IAEA and one of its partner organizations are using nuclear techniques to lend a helping hand. Last week, IAEA Director General Yukiya Amano announced at the IAEA Board of Governors meeting that the Agency will support Nepal in ensuring the safety of critical buildings with non-invasive radiation tools, while BATAN, the National Nuclear Energy Agency Jakarta in Indonesia, is providing ready-to-eat food made safe using tools they acquired with support from the IAEA.

"The Agency will support the Government of Nepal in enhancing the safety of public places in areas affected by the recent earthquakes," said Director General Amano during the opening session of the June Board of Governors meeting. "This will include assisting Nepal in testing the integrity of critical buildings such as hospitals, schools and historical attractions, using non-destructive testing techniques. This is another example of the Agency's ability to respond quickly to Member State needs."

The earthquake and its aftershocks left over 500 000 destroyed homes and buildings in Nepal, killing more than 8000 thousand people and injuring and displacing tens of thousands more. Among the loss and rubble, many critical public civil structures remain standing, but may have developed hidden flaws, which could pose further risks if not detected early and remediated quickly.

The Government of Nepal has asked for the IAEA's support in complementing national efforts to verify the integrity of key infrastructure and cultural heritage sites, since the Agency has long expertise in helping countries employ non-destructive testing (NDT) through its Technical Cooperation Programme. NDT is an area of science using non-invasive techniques to assess structural integrity of a material, component or structure through various methods such as radiography, a type of radiation technology; visual, ultrasonic, and magnetic testing; and others.

NDT is a quality control tool used in industries worldwide to help assess, control and periodically examine the quality of components, machinery and structures, which in turn ensure the safety of operation and the protection of human lives.

Food relief for the hardest hit

Among the hardest hit were villages in the rural regions of Nepal where infrastructure is less developed and less able to withstand the earthquake's destructive tremors. Many traditional communal village kitchens were damaged, lowering their hygiene levels, and the fissures splintering roads made access to reliable food supplies more limited.

"When the earthquake came, the Government in Nepal provided people with food during the disaster," said Ira Koenari, a food irradiation specialist at BATAN. "Now after the disaster, we have been helping ACT [the Action Quick Response organization] to get irradiated food pouches to the villages out in the countryside where people need it. These pouches are safe, which is important because their village kitchens are severely damaged after the earthquake."

BATAN and ACT, a charity and relief foundation, recently delivered irradiated food pouches to villagers in Taple Village in the Ghorka District of Nepal where the communal kitchen was in very poor condition after the earthquake. The villagers had not tasted the Indonesian food in the pouches before, but they liked the food and the support in repairing the damage to their kitchen, said Koenari.

Irradiated food pouches like those being delivered by BATAN and ACT are sealed and then exposed to ionizing radiation to eliminate microorganisms that could spoil the food without compromising the food's taste or texture. This allows food supplies to be stored at room-temperature for a long time without going bad, which is key in emergency situations when food must often be transported for long distances and refrigeration is limited.

BATAN developed its food irradiation capacities through a multi-year Joint FAO/IAEA Programme research project on irradiated food that brings safe food for people in a variety of situations, from victims of emergencies to immuno-compromised patients that are more susceptible to food illness. The research project involves institutes and hospitals in 16 different countries across the world, including BATAN.

After Nepal's national state of emergency ended, the Government withdrew supplies of emergency rations, and now international support is very important for providing food to those who may still need it, said Koenari. "ACT and partners like BATAN will continue to work to help Nepal," she said. BATAN is also helping ACT to develop its own food irradiation kitchen for making and delivering safe food to help people in need, she added.

Source: IAEA
https://www.iaea.org/newscenter/news/supporting-nepal-help-nuclear-applications
La réunion de la direction à Incheon le 22 mai 2015 a accepté l'admission de 6 nouveaux membres. Nous sommes convaincus que ses contributions vont renforcer l'action de l'ES dans les années à venir.

  Catégorie Pays / Organisation Point focal
1

Pays
(pays d'Amérique latine)
Argentine

Verónica Piovani,
directrice exécutive,
National Institute of Teacher Training (INFOD)
2

ONGs,

Organisations de la société civile

Forum des doyens faculté d’éducation d’Afrique, (ADEF)

Irma Eloff, Dean,
Faculté d’éducation, Université de Pretoria (République d'Afrique du Sud)
http://www.deta.up.ac.za/adef.htm
3

Le réseau africain pour la campagne pour l’EPT (ANCEFA)

Limbani E. Nsapato,
Coordinateur régional,
ANCEFA (Dakar, Sénégal)
www.ancefa.org
4

Organisation intergouvernemental

Le réseau interaméricain de la formation des enseignants de l'Organisation des États américains (OEA)

Adriana Vilela,
Spécialiste d’éducation et coordinatrice,
ITEN (Washington, D.C., USA)
http://itenamericas.org/
5

La banque interaméricaine de développement (BID)

Diana Hincapie,
Spécialiste Principale d'Education,
BID (Washington, D.C., USA)
www.iadb.org
6

Organisation de la secteur privée

Dubai Cares

Ana Nieto,
Administratrice Technique Principale,
Dubai Cares (Dubaï, Émirats arabes unis)
www.dubaicares.ae

Royal Thai Government presents UNICEF with a contribution of US$1M to help children affected by Nepal earthquake

BANGKOK, 4 June 2015

The United Nations Children's Fund (UNICEF) today received a donation of US$1 million for the Nepal earthquake response from the people of Thailand. The donation was presented by the Royal Thai Government after they raised the funds through voluntary contributions from individuals across the country. The funds will support UNICEF's lifesaving work for children and their families affected by the devastating earthquake that hit Nepal last April.

"This contribution is extremely important and – on behalf of the children and the families of Nepal – I want to thank the people of Thailand for their generosity and the Government for their willingness to help at this critical time," said Bijaya Rajbhandari, the UNICEF Representative for Thailand who received the donation from the Prime Minister of Thailand Gen. Prayuth Chan-ocha at Government House this morning.

"The needs are still great and we have a long road ahead of us, not just in responding to the immediate needs of children and their families, but in helping them to rebuild their lives and to rebuild Nepal. This contribution will make a real difference in that effort." Rajbhandari said.

UNICEF estimates that 1.1 million children are in need of assistance in the areas worst-affected by the earthquake. As of today, UNICEF has delivered 519 metric tons of life-saving supplies including tents, tarpaulin, water purification tablets, first aid and hygiene kits, vaccines and learning materials to reach children and families in need. UNICEF and partners also set up more than 250 Child Friendly Spaces and temporary learning centres, providing school supplies, counselling and psychological support to help children cope with these terrifying life experiences and to help them to return to normalcy.

Globally, UNICEF is now appealing for $120 million for the work until the end of the 2015. Thanks to the generosity of the people of Thailand, UNICEF has received over $1.9 million (about 62.3 million baht) from individual donors and companies in Thailand in addition to the contribution received today.

To make a donation:

1) Go to https://www.unicef.or.th/supportus/ 

2) Or make a bank transfer to UNICEF at: • Bangkok Bank, Ko Pho Branch, Current Account, Account No. 201-3-01324-4
  • KrungthaiBank, Banglumpoo Branch, Current Account, Account No. 167-6-00662-1
  • Bank of Ayudhya, Banglumpoo Branch, Current Account, Account No. 011-0-06153-6
  • Kasikorn Bank, Banglumpoo Branch, Current Account, Account No. 008-1-09766-6
  • Siam Commercial Bank, Banglumpoo Branch, Current Account, Account No. 003-3-10443-3
3) Or donate through Counter Service at 7 Eleven shop

For further donation information, please call 02 356 9299
Please fax pay-in slip to 02 356 9229 and state "for Nepal"

For more information, please contact:
Alistair Gretarsson, UNICEF Thailand, +66 (0)92 256 2418 or Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.  
Nattha Keenapan, UNICEF Thailand, +66 (0)2 356 9478 or Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.  

To make a donation, please contact:
Wannaphen Silaphusith, UNICEF Thailand, +66 (0)2 356 9273, Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.

S
ource: reliefweb 
http://reliefweb.int/report/nepal/royal-thai-government-presents-unicef-contribution-us1m-help-children-affected-nepal  
Pre-service teacher training in Guinee Bisau La formation initiale des enseignants est une préoccupation majeure en Guinée-Bissau et, depuis 2009, l'UNESCO a travaillé étroitement avec divers gouvernements pour améliorer les qualifications des enseignants et mettre en place un système de la gestion des résultats d'apprentissage.
@UNESCO  

Un atelier de deux jours a été organisé dans la capitale, Bissau, les 14 et 15 mai 2015 par l'UNESCO à travers l'Institut National pour le Développement de l'Education (INDE) pour réfléchir aux meilleurs scénarios de formation initiale des enseignants et combler les lacunes existantes.

"Le travail réalisé par l'UNESCO vaut la peine d'être souligné car il y avait un besoin évident d'assurer une approche holistique des programmes de formation initiale des enseignants, a déclaré à l'atelier Manuel Malam Jafono, Directeur de l'Apprentissage à Distance à l'Université Virtuelle Africaine, Ministère de l'Education de Guinée-Bissau.

Des mesures concrètes pour aller de l'avant

Pendant les deux jours, les participants ont (i) analysé la situation actuelle de la formation initiale en Guinée-Bissau; (ii) exposé les expériences nationales des principaux partenaires et institutions de formation des enseignants; (iii) examiné la proposition de plan curriculaire de formation initiale des enseignants des 1er et 2e cycle de l'éducation de base (classes 1-6).

Parmi les participants étaient représentés le Ministère de l'Éducation, le Bureau du Secrétaire d'État à l'Enseignement Supérieur, l'Université Amilcar Cabral, diverses écoles de formation des enseignants (Unité Tchico Té, Unité 17 Février, etc ...), la Commission Nationale pour l'UNESCO, l'Institut Camões, l'UNICEF, le PAM, FEC, PLAN International GB, ADPP, la Banque Africaine de Développement, SINAPROF (syndicat), pour n'en nommer que quelques-uns.

L'atelier a débouché sur trois propositions qui seront soumises au Ministre de l'Éducation :
  1. une formation de 4 ans avec un accent mis sur la pratique en classe. Cette proposition est principalement destinée aux nouveaux étudiants qui visent à obtenir un diplôme de niveau baccalauréat en éducation.
  2. une formation de deux ans destinée aux enseignants en service depuis moins de 3 années dans le système éducatif et ayant reçu une formation. Cette suggestion vise à renforcer la capacité d'enseignement.
  3. une formation modulaire destinée aux enseignants en service depuis au moins 5 ans dans le système éducatif et qui souhaitent renforcer leur capacité et/ou se spécialiser dans un certain domaine.
Des programmes de formation spécifiques seront proposées, en conséquence, pour prise en considération par le Ministère de l'Education pour combler la nécessité immédiate d'augmenter le nombre de formateurs dans les écoles de formation initiale des enseignants et développer un programme de formation agréé pertinent.

Le projet de l'UNESCO en Guinée-Bissau intitulé "Amélioration de la qualification des enseignants et la mise en place d'un système pour la gestion des résultats d'apprentissage" vise notamment à améliorer la qualité de la formation initiale des enseignants en révisant les programmes de formation des écoles de formation des enseignants en Guinée-Bissau.

The National Association of Distance Education and Open Learning in South Africa

Registration Nadeosa Conference 2015

Innovative open learning practices to build a quality integrated post schooling system
8th and 9th July 2015 at the Durban University of Technology

REGISTRATION AND PROGRAMME UPDATE

Extended date for submission of Abstracts

If you or any of your colleagues has research/work that they would like to share with NADEOSA you are welcome to send us an abstract and we will still consider it if you have the time to complete the paper for submission for the conference programme. 
We have extended the closing date for abstracts to Monday 8 June to enable lecturers and practitioners across all sectors of the post schooling system one last opportunity to submit abstracts. However, all authors wishing to have their papers published in the Conference CD must send them to this email address: Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.  by 15 June.
The link for the online abstract submission form is here: ABSTRACT SUBMISSION Authors will be notified within a week of submission if their papers have been accepted.

Registration for the conference is now open.

To date the following speakers and sessions have been confirmed:

Programme highlights

Three pre-conference workshops:
  1. Developing the TVET Colleges within the Integrated Post Schooling system through curriculum and student support to build transformative practice.
  2. Building curriculum for community colleges upon the lived experiences of the community - transforming the pedagogy of public adult learning centres. "Everyong should have access to educaiton - in practice not just policy - there should be no barriers." Community Manifesto 2014
  3. Accessing and using Open Education Resources for the Post Schooling sector.

Colloquium

The Conference will open with a Colloquium on "Implementing Policy through Collaboration" with speakers from Durban University of Technology, Nelson Mandela Metropolitan Univeristy and UNISA.

Other panels and keynotes

  • What research indicates as the way forward for growth in the Post Schooling system.
  • Capacity Building for Distance Education.
  • Innovation in Education

Speakers include:

  • Prof Ahmed Bawa (VC DUT)
  • Ivor Baatjes (NMMU)
  • Prof Daniella Coetzee (UFS)
  • Dr Maria Madiope (UNISA)
  • Prof Veronica Mckay (UNISA)
  • Prof Volker Wedekind (Wits)

Further Information 

To register now, please click on the link: http://goo.gl/forms/iTcXGzYjDy 

For further information about the conference, please contact Ms Fiona Bulman (NADEOSA Conference Organiser)
Email:  Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.  
Tel: 033 386 4465

About activities of the SAIDE, (National Association of Distance Education and Open Learning in South Africa) you can check their latest Newsletter (Newsletter vol.21 no.2 2015)Newsletter vol.21 no.2 2015)Newsletter vol.21 no.2 2015)

NADEOSA 2

Présentation du programme de Recherche OPERA :
« Observations des pratiques enseignantes en relation avec les apprentissages des élèves »

UNESCO, le 29 juin 2015
Burkina Faso Logo  Logo UNESCO-TFA AUF Logo 

La délégation du Burkina Faso auprès de l’Organisation des Nations Unies pour l’Éducation, la Science et la Culture, en partenariat avec l’Agence universitaire de la Francophonie (AUF) et l’Équipe spéciale internationale sur les enseignants pour l’Éducation pour Tous de l’UNESCO, a le plaisir de vous inviter à une présentation du programme de recherche OPERA : «Observations des pratiques enseignantes en relation avec les apprentissages des élèves».


OPERA, cofinancé par l’Agence Française de Développement (AFD) à travers son appui à l’Initiative francophone pour la formation à distance des maitres (IFADEM) et le Partenariat Mondial pour l’Éducation (PME), est un programme de recherche sur les pratiques enseignantes au primaire de 3 ans, mené au Burkina Faso. OPERA bénéficie également du partenariat de la Conférence des ministres de l’éducation des États et gouvernements de la Francophonie (CONFEMEN) à travers son programme d’analyse des systèmes éducatifs (PASEC).

Après une 1ère phase d’observation et de recherche, menée en 2014 dans 90 classes de 2ème et 6ème années, réparties dans 5 provinces, le programme appuie maintenant la conception et la production d’outils de formation destinés aux enseignants et à leur corps d’encadrement pédagogique.

La délégation permanente du Burkina Faso auprès de l'UNESCO vous invite le 29 juin 2015 de 14h30 à 17h30 à l'UNESCO, salle IX (7 place Fontenoy, Paris 07) à une présentation des résultats de la phase de recherche, qui sera animée par les professeurs Afsata Kaboré-Paré (Burkina Faso), Marguerite Altet (France) et Félix T. Valléan (Burkina Faso).

Le rapport de recherche sera distribué à l’occasion et un cocktail conclura la présentation.

L’interprétation français-anglais-français sera disponible lors de la présentation.

___________________

Pour plus d’information sur la présentation veuillez contactez:
Edem Adubra, le chef d’Équipe spéciale internationale sur les Enseignants pour l'EPT, Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.   

Pour plus d’information sur OPERA, rendez-vous sur : www.auf.org
Here is a recent publication related to teachers. 

Education in Indonesia: Rising to the Challenge
OECD/Asian Developing Bank (2015), OECD Publishing, Paris

This report provides guidance on how Indonesia, a country of rapid emerging economy, may develop a better education system responding to the needs. Specifically, chapter 8 centers on the teacher's situation and issues about school leaders. The key to lead positive outcomes for students is in the policy that may impact on teachers' and leaders' motivation and ability. The chapter proposes concrete measures to improve policies and also utilisations of teachers, teacher performance management and continuous professional development for teachers.

To read the report, please go to the link below.
WHERE IT'S NEEDED MOST: QUALITY PROFESSIONAL DEVELOPMENT FOR ALL TEACHERS (2015)
The Inter-Agency Network for Education in Emergencies (INEE)



INEE published this year a guide which provides recommendations, ideas, and support to improve teacher professional development in emergency contexts. The 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.

To read the entire publication, click the link below.

On behalf of the Teacher Task Force Secretariat, I extend our heartfelt sympathy to the people of Nepal following the devastating tragedy.
We cannot help thinking of people - all the people of Nepal - who have been affected by such a terrible destruction and loss of lives. And we know that numbers of teachers, students, schools, teacher training institutions, communities are among them.

During this difficult time, the Secretariat of the Teachers Task Force, on behalf of the co-chairs, proposes to all members of our network to support the global efforts for reconstruction and rehabilitation of the education system and human resource base in Nepal. We are proposing to:
  • liaise with humanitarian organizations active on the ground to collect information on teachers and educators affected, and teacher training institutions damaged;
  • collect information from the TTF network on their planed or ongoing efforts targeting teachers, to reinforce coordination and complementarity;
  • seek and make available technical expertise on teacher-related issues and training resources and materials to the humanitarian organizations working on the ground;

The page at the following link: http://www.teachersforefa.unesco.org/v2/index.php/en/call-to-action-for-nepal is open for you to share your contributions.

We sincerely believe that this call to action will gather your support and engagement to revive education – quality education for all Nepalese in a near future.
Call to action for Nepal


Edem Adubra
Head of the Secretariat
At the World Education Forum (WEF) 2015, (19-22 May 2015, Incheon, Republic of Korea)
a parallel group session, "Teachers for the world we want – placing teachers at the centre of education reform and lifelong learning," will be organised to discuss the teacher target – as means of implementation – in the education goal for the Sustainable Development Goal (SDG) 2030.
The session has been prepared by the UNESCO in collaboration with Education International and the Teacher Task Force and will be held on May 20 from 2:30 to 4PM (the room will be confirmed).

Objectives of the Session

In order to ensure that teachers are placed at the centre of education reform and lifelong learning and reflected in all other targets of the 2030 education agenda, this session will engage policy-makers, teachers and researchers in a dialogue that aims to:
  1. Review the state-of-the-art and trends in teacher policy and development, with particular attention to the paradox of heightened expectations on teachers in tandem with the multiple challenges they continue to face in and out of the classrooms; and
  2. Identify key strategies for effective teacher policy reform, including social dialogue with active engagement of teachers in evidence-based policy reform.

Key Issues and Guiding Questions for Discussions

  • How can we raise the social and professional status of the teaching profession via-a-vis other professions, and attract high-performing and diverse students to and retain them in the profession?
  • How do we create, strengthen and institutionalize mechanisms and build capacity for teachers to exercise their rights and participate in the process of policy formulation and reforms in education, especially teacher-specific policies and legislation?
  • What are the strategies to recruit and deploy well-trained and qualified teachers at every level of education in the right place at the right time, with keen attention to gender, special needs, ethnic, linguistic and geographical balances?
  • How can we ensure that teachers who enter the profession are trained and certified/licensed with appropriate competencies and skills that enable them to teach and adapt to changing/evolving conditions of teaching and learning?
  • What policies and strategies are needed to implement a monitoring system for the profession that provides evaluation, feedback and support mechanisms to guarantee teacher quality and quantity at every level of education?

Information and Contact

For further information on this session,
please download the complete concept note here icon-9;
or contact: Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.  ; Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser. ;

For the information about the WEF, please visit the official website:
https://en.unesco.org/world-education-forum-2015/ 


We would be grateful for your participation.

The Teacher Task Force Secretariat extends our heartfelt sympathy to everyone who has been affected by the dreadful disaster.

We would like to share an article by Purna Kumar Shrestha, the VSO Lead Education Adviser, about the devastating earthquake hit Nepal, "Nepal Earthquake: Sending Shockwaves Through My Family".

Our hearts and thoughts are with the people of Nepal and we hope for successful rescue and recovery efforts.


 
17-month post-doctoral position, starting 1st September 2015:
"Analysis of the changing conditions and characteristics of academic work and careers"

Location: Department of Education, Copenhagen Campus, Aarhus University, Denmark
Supervisor: Professor Susan Wright
Deadline for applications: 15 May 2015 at 17:00 CET

The Department of Education, University of Aarhus invites applications for a 17-month post-doctoral fellowship funded under a European Commission, Initial Training Network Marie Curie award. The broader project in which the post is located is Universities in Knowledge Economies (UNIKE), which examines the changing roles and scope of universities in emerging global knowledge economies and regions. The project includes 14 other fellows at six partner Universities – the other members besides Aarhus are Ljubljana, Lyon, Porto, Bristol and Roehampton – and 19 Associated Partners mainly in the Asia-Pacific Rim. There might be the possibility of a subsequent contract for undergraduate and postgraduate teaching in the Department of Education.

Objective:

The post-doctoral fellow's own contribution to the UNIKE project will be a research project concerning the changing conditions of academic work and career development. This project could consider changes across generations and difference by gender, and can approach this issue from any theoretical perspective. In terms of regional focus, the project could consider the impact on, and new opportunities for, academic work, careers, and professional practices posed by the creation of a European Higher Education and Research Area; or it could make comparisons between these changing conditions in selected countries in the European Higher Education and Research Area and the Asia-Pacific Rim. The fellow's research project can focus on any aspect of this topic from new forms of governance and institutionalisation to new modes of knowledge production, changing employment patterns and expectations about academic mobility, networking, partnerships, research productivity and impact, and teaching and quality assurance – or how these combine in a restructuring of career paths and the academic profession.

Research proposal:

The application must include a 5-page proposal for a post-doctoral research project that will meet the above research objective. The proposal must include a research plan and time plan and must also make clear how the postdoctoral research takes advantage of, and builds upon the applicant's doctoral work.

Secondment and/or research visit:

The UNIKE project’s 19 Associated Partners offer to host research visits and act as resource persons in their specialised areas. Applicants are welcome to indicate in their research proposal which of the Associated Partners would be relevant to their research and how they would seek to benefit from them if they were appointed.

UNIKE-wide responsibilities:

Beside the above research project, the post-doctoral fellow will also devote one fifth of her/his time (averaging one day a week) to a specific role in the management of the UNIKE programme. This will entail close communication with Susan Wright, the Project Coordinator, and her team. The post- doctoral fellow’s role is to assist the Project Coordinator in bringing the UNIKE project to a successful conclusion. Specifically, this means helping to prepare book proposals and publications arising from UNIKE that highlight the programme’s results; co-writing an application for a Erasmus Mundus PhD programme; and helping to organise the final conference, which will take place in Copenhagen in 2016.

Expertise:

Applicants must hold a PhD in a relevant area of study, with a strong theoretical background in anthropology, sociology, organizational studies, political economy, politics or cultural studies as these are related to higher education. The appointee will be expected to demonstrate an ability to be self-organized and to work with doctoral fellows and in teams. An understanding of editing and publishing processes, although not necessary, would be an advantage.

Research Environment:

The post-doc fellow will be located in the Department of Education in Copenhagen, and within that, in the research programme EPOKE (Education, Policy and Organisation in the Knowledge Economy).

For further information, click here icon-10

Complete Project Description of UNIKE is available at:
http://unike.au.dk/fileadmin/www.unike.au.dk/April14_Project_Description_for_Management_Purposes_newfrontpage.pdf 

Contacts:

For enquiries about the overall UNIKE project and the individual position please contact
UNIKE Administrator Kathrin Gramsch  Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.
or
UNIKE Coordinator Professor Susan Wright Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.  

EFA Global Monitoring Report 2015 is now out! 

http://en.unesco.org/gem-report/report/2015/education-all-2000-2015-achievements-and-challenges#sthash.6QWzDQr6.SKjMhRuT.dpbs

Publication Events!

The publication of each new edition of the EFA Global Monitoring Report is the occasion for taking stock about progress made - or not made - and generating renewed interest for moving the EFA agenda forward. Official launchings and related events are held in different parts of the world throughout the year. They draw attention to important issues and help to get the message across to different audiences.

Watch live or Participate!

International Launch Events, 9 April: 
New Delhi (04.00-06.30 GMT) | Paris (12.00-13.30 GMT) | New York (14.00-15.30 GMT)

The list of the 2015 Events is as followed. 
If you have any enquiries about the following events or if you'd like to attend one, please contact GMRevents(at)unesco.org 

 

 

April

 
21 April  Germany, Bonn    
22 April Switzerland, Geneva  Pakistan, Islamabad Philippines, Manila
23 April  Netherlands, The Hague  Namibia, Windhoek  
25 April  Bangladesh, Dhaka    
27 April  Norway, Oslo    
28 April  Sweden, Stockholm Ghana, Accra  
29 April Dominican Republic, Santo Domingo    
30 April  Switzerland, Zurich     
 

 

May

 
4 May  Zimbabwe, Harare  Lebanon, Beirut  
6 May  Spain, Barcelona    
8 May Latvia, Riga    
 

 

June

 
3 June  Belgium, Brussels    
5 June  Canada, Ottawa    
10 June  Kazakhstan, Almaty    
22 June  The Bahamas, Nassau    

2015 GMR report cover 2

See more at: http://en.unesco.org/gem-report/events#sthash.6M0WwyMn.dpuf 

The 2nd Biennal Inclusive Education Symposium, co-organized by the University of Buea (Cameroon) and the Teacher Task Force, has kicked off on the 7th of April 2015. This year, the Symposium sets the main theme as, "Perspectives of Inclusive Education in West and Central Africa with a multidisciplinary Focus: Including the Excluded". Click bellow to download the complete programme in the PDF format.


download-ON

What do we need to create a responsive 21st century school?

Published on March17th, 2015
The new OECD publication, "Schools for 21st-Century Learners : Strong Leaders, Confident Teachers, Innovative Approaches, International Summit on the Teaching Profession" focuses on three inevitable ingredients; teachers who are confident in their ability to teach, a willingness to innovate, and strong school leaders who establish the conditions in their schools, who enables the first two ingredients to flourish. This report based on evidence from the OECD Teaching and Learning International Survey (TALIS) and the OECD Programme for International Student Assessment (PISA) as well as the OECD Innovative Learning Environments project to identify school- and system-level policies that promote effective school leadership, strengthen teachers' sense of self-efficacy, and encourage innovation in creating 21st-centry learning environment.

For more information about the publication, click the link below
http://www.keepeek.com/Digital-Asset-Management/oecd/education/schools-for-21st-century-learners_9789264231191-en 

Schleicher, A. (2015), Schools for 21st-Century Learners: Strong Leaders, Confident Teachers, Innovative Approaches, International Summit on the Teaching Profession, OECD Publishing, Paris.
Il y a presque un quart de siècle, le mouvement de l’Éducation pour tous (EPT) naissait à Jomtien, en Thaïlande. Des délégués du monde entier signaient la Déclaration sur l’éducation pour tous, un engagement historique à « répondre aux besoins éducatifs fondamentaux de tous » par l’universalisation de l’enseignement primaire et la réduction des taux d’analphabétisme.

Dix ans plus tard, en 2000, les six objectifs de l’EPT, qui couvrent tous les aspects de l’éducation de base allant de l’éducation préscolaire et de l’alphabétisation des adultes à la qualité de l’éducation, ont été formalisés lors du Forum mondial sur l’éducation à Dakar, et l’échéance pour la réalisation de ces cibles a été fixée à 2015. 

Depuis 2000, l’année 2015 est devenue l’horizon vers lequel le monde projette son ambition de réaliser les objectifs de l’Éducation pour tous et les Objectifs du Millénaire pour le développement. Tout en accélérant les efforts pour atteindre ces objectifs, les Nations Unies ont mobilisé la communauté internationale afin de définir le programme de développement pour l’après-2015. Dans le cadre de ce processus, l’UNESCO et l’UNICEF ont collaboré avec un large éventail de partenaires pour réfléchir sur l’éducation au-delà de 2015.

Jusqu’à présent, les consultations ont révélé que l’orientation de l’agenda pour l’éducation post-2015 sera ancrée dans une perspective sectorielle d’apprentissage tout au long de la vie, mettant l’accent sur l’accès et les résultats, l’égalité et la qualité pour tous – enfants, jeunes et adultes – de l’éducation et de la protection de la petite enfance à l’enseignement supérieur et l’apprentissage des adultes, et dans les cadres d’apprentissage formels, non formels et informels. La Conférence générale de l’UNESCO, qui s’est réunie en novembre 2013, s’est également engagée à promouvoir un objectif primordial sur l’éducation en se « fondant sur les principes fondamentaux de l’accessibilité, de l’égalité et de la qualité, dans la perspective de l’apprentissage tout au long de la vie » dans le cadre du futur programme de développement mondial.

[Source: UNESCO]
http://www.unesco.org/new/fr/education/themes/leading-the-international-agenda/education-for-all/world-education-forum-2015/ 
 



 
Mooc African Virtual university and commonwealth

The African Virtual University (AVU) and the Commonwealth of Learning (COL) have launched ICTs to Enrich Teaching and Learning MOOC. Based on unique learning expectations and needs, participants will go through a wide variety of learning activities designed to help them improve.

For more Information, go to https://moocs.avu.org/
L’appel à candidatures pour la quatrième édition du Prix UNESCO-Hamdan Bin Rashid Al-Maktoum récompensant des pratiques et des performances exemplaires pour améliorer l’efficacité des enseignants est lancé.

Le Prix est attribué tous les deux ans et récompense des initiatives qui contribuent à améliorer les pratiques éducatives à travers le monde, en donnant la priorité aux pays en développement, ainsi qu’aux communautés marginalisées ou défavorisées.

Date limite pour la réception des candidatures : 31 octobre 2015.

Pour préparer un dossier de candidature, merci de télécharger le guide, ainsi que les formulaires de candidature et de nomination.

Pour plus d’informations sur le Prix, rendez-vous sur : www.unesco.org/new/fr/hamdan-prize
Le nouveau site internet dédie à la Groupe de Travail sur la Motivation des Enseignants (TMWG) est ouvert !

Depuis 2013, TMWG a travaillé sur les questions de la motivation des enseignants dans les contextes des pays en développement et une situation d'urgence. Le groupe organise chaque mois un webinaire autour de la thématique de la motivation, le comportement, la perception et le bien-être des enseignants. Egalement, elle publie un article chaque mois sur un entretien avec des enseignants à fin de faire écho de la voie des enseignants qui travaillent dans des conditions difficiles dans le monde.

Pour plus d'information sur le group et leurs activités, visitez le lien, www.teachermotivation.org
Conférence ministérielle régionale de l’Afrique subsaharienne sur l’Education post-2015
Kigali, Rwanda, 9-11 Février 2015

La conférence ministérielle de la région Afrique subsaharienne sur l’éducation post-2015 s’est terminée dans la capitale rwandaise, Kigali, mercredi 11 février 2015 par l’adoption d’une déclaration commune de tous les partenaires concernés. Lors de cette conférence régionale, les différentes parties prenantes qui incluaient des gouvernements, des organismes des Nations unies, les partenaires bilatéraux et multilatéraux de la coopération, les organisations de la société civile, des représentants des jeunes et les médias ont présenté des exposés.

Au total, 45 pays d’Afrique subsaharienne ont exposé les descriptions des progrès accomplis à ce jour dans l’éducation depuis l’an 2000 ainsi que les examens menées en préparation à l’agenda post-2015 dans leurs pays respectifs. Les questions débattues ont abordé des thèmes allant de l’Éducation et la protection de la petite enfance (EPPE) et l’Enseignement primaire universel (EPU) aux besoins éducatifs des jeunes et des adultes et l’alphabétisation des adultes. On a également prêté attention aux questions relatives à la qualité, l’égalité, l’inclusion et l’égalité des sexes dans l’éducation sur le continent africain.
La conférence a noté les progrès remarquables accomplis à ce jour dans le domaine de l’EPPE en ce qui concerne le soutien des agences extérieures grâce à la forte mobilisation sociale et l’engagement politique qui a évolué depuis lors. Le principal point faible observé dans ce domaine est l’insuffisance des financements nationaux.

Le domaine de l’enseignement primaire universel a été le témoin d’une participation communautaire considérable depuis l’an 2000, avec un engagement politique très élevé et un investissement public important et de nombreux pays offrent un enseignement primaire gratuit. Cependant, de graves problèmes ont été constatés en matière de qualité, parmi lesquels signalons les questions relatives aux enseignants, à l’égalité ainsi qu’aux taux élevés d’abandon et de redoublement. La conférence a indiqué que les taux d’achèvement du secondaire se sont améliorés depuis 2000, tant dans le premier cycle que dans le second. Notant également l’expansion significative de l’enseignement et les formations techniques et professionnelles (EFTP), la conférence a révélé que la couverture dans ce domaine avait presque doublé de 356 à 606 apprenants pour 100 000 habitants. L’enseignement supérieur a aussi presque triplé passant de 217 à 636 étudiants pour 100 000 habitants sur le continent.

La conférence a demandé un engagement politique supplémentaire dans les domaines de l’EFTP et du financement national et insisté sur la nécessité de concilier les compétences avec les besoins du marché du travail. Les participants ont aussi demandé au grand public des pays d’Afrique subsaharienne de modifier leur perception négative de l’EFTP. La conférence a noté qu’il restait beaucoup à faire dans le domaine de l’alphabétisation des adultes et a demandé des efforts supplémentaires des gouvernements et de tous les partenaires et parties prenantes de ce sous-secteur. Tout en notant le manque d’engagement politique dans ce domaine et le fait qu’il ne constitue pas un objectif prioritaire pour de nombreux pays, la conférence a demandé une mobilisation sociale plus importante de façon à susciter l’acceptation de ce sous-secteur.

La conférence a indiqué que malgré les progrès accomplis dans le domaine de l’égalité entre les sexes résultant de l’incorporation de la dimension genre dans les politiques de la plupart des pays d’Afrique subsaharienne, les politiques continuent de se heurter à des stéréotypes culturels bien enracinés et au phénomène du mariage et des grossesses précoces toujours endémiques sur le continent.

La conférence a noté que la qualité de l’éducation a été compromise à de nombreux égards. Bien que les ministres de l’Éducation aient été mobilisés pour se concentrer sur les questions de la qualité avec des efforts considérables des partenaires extérieurs de la coopération, donnant lieu de diverses façons à l’amélioration des programmes scolaires et à des réformes, plusieurs faiblesses subsistent. L’une des principales est l’évolution presque neutre, voire négative dans certains cas, du financement pendant cette période. Citons également la faible motivation des enseignants qui a compromis la qualité de l’éducation en Afrique subsaharienne. Le recrutement massif d’enseignants contractuels et communautaires, avec peu ou aucune supervision, a laissé beaucoup à désirer. De plus, la question de la mise à disposition de manuels scolaires ou leur absence a eu un impact négatif sur la qualité dans les écoles subsahariennes. Là où les manuels sont disponibles, ils ne sont pas toujours adaptés aux programmes scolaires.

Notant la faiblesse des résultats d’apprentissage dans certains pays, la conférence a signalé que le Programme d’analyse des systèmes éducatifs de la CONFEMEN, ou PASEC, a révélé à quel point les élèves atteignant le niveau minimal étaient trop peu nombreux, en particulier en lecture en Afrique de l’Ouest (35 % des élèves de primaire du niveau 5 atteignent le niveau minimal en lecture dans 5 pays). De plus, le Consortium d’Afrique australe et orientale pour le pilotage de la qualité de l’éducation (SACMEQ) a également révélé des problèmes plus importants en mathématiques, en particulier en Afrique australe (28 % des élèves de primaire du niveau 6 atteignent le niveau minimal en mathématiques dans 9 pays).

La conférence ministérielle de la région Afrique subsaharienne sur l’éducation post-2015 en Afrique subsaharienne s’est tenue dans le contexte du mouvement mondial qui se mobilise en vue de la définition de l’agenda de développement post-2015. Afin d’éclairer cet agenda mondial qui portera également sur le secteur éducatif, les États membres de l’UNESCO examinent de manière critique les progrès accomplis pour atteindre l’Éducation pour Tous (EPT), les Objectifs du Millénaire pour le développement (OMD) et les objectifs fixés en l’an 2000. À la suite de consultations avec les parties prenantes de l’éducation, il a été convenu d’ancrer l’agenda de l’éducation post-2015 dans une perspective tout au long de la vie et sectorielle qui abordera l’accès, l’égalité et la qualité pour tous – enfants, jeunes et adultes – à tous les niveaux de l’enseignement (de l’EPPE à l’enseignement supérieur et l’apprentissage des adultes) et dans tous les modes de prestation (formel, non formel et informel).

La région Afrique s’est aussi organisée pour veiller à inscrire la perspective africaine dans les objectifs mondiaux de développement durable de l’après 2015. L’Union africaine a donc galvanisé les chefs d’État et de gouvernement afin qu’ils rédigent la Position commune de l’Afrique (PCA) post-2015, document qui a été lancé conjointement par la Commission de l’Union africaine, la Commission économique pour l’Afrique des NU et la Banque africaine de développement. Il convient de noter que la PCA traite de l’éducation, la formation et la recherche et ne considère pas seulement l’éducation comme un droit humain, mais aussi comme l’outil le plus important pour réaliser toute la gamme des objectifs de développement grâce au développement des capacités humaines et au renforcement des compétences scientifiques, technologiques et d’innovation.

L’UNESCO, en partenariat avec la Commission de l’Union africaine, le gouvernement du Rwanda et d’autres partenaires de l’EPT, a organisé la conférence ministérielle de la région Afrique subsaharienne sur l’éducation post-2015 à Kigali au Rwanda du 9 au 11 février 2015.

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Contacts avec les médias :
M. Lawalley Cole, Coordonnateur,
Groupe de travail de l’ADEA sur la communication pour l’éducation et le développement (GT COMED),
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Tél. : +216 7110 3503

Mme. Juliette Nyiraneza,
Responsable des relations extérieures et de la communication, Ministère de l’Education, Kigali, Rwanda,
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Tel.: +250 788755631

Mme. Anne Muller, Gestionnaire de KMS, UNESCO,
Bureau régionale pour le Sahel, Dakar, Sénégal,
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Tel.: +221 33 869 96 00


The 7th International policy dialogue forum of the International Task Force on Teachers for Education for All (EFA) opened in Rabat, Morocco on December 16 to discuss the place of Teachers in the Post-2015 Education agenda.

The forum was opened by the Minister of Education and Vocational Training of the kingdom of Morocco in presence of over 250 delegates, of more than 60 nationalities from all regions of the world and included members of the diplomatic community.

Addressing the audience, Mr. Rachid Benmokhtar, highlighted the timeliness of this meeting at a period when the world's community is engaged in defining the type of education we want for the next few decades. Schools, he said, need to change to adapt to the realities of today and encompass how people learn. Teachers and teacher educators are the first people to train to lead this educational revolution. He hailed UNESCO and its partners for their foresight in pushing for a target on teachers in the new education and sustainable development agenda. He commanded the Teacher Task Force for convening policy-makers, practitioners, researchers and teacher organizations for sharing their knowledge and experiences on current and emerging issues around the teaching profession, promising the support of his government for a successful forum.

Also speaking at the opening, UNESCO representative and Director of the Cluster Office of Rabat for the Maghreb, Mr. Michael Millward, thanked the Minister and his government for hosting the forum; he indicated that teachers are a priority in UNESCO's programme. The Norwegian co-chair of the Task Force, Mr. Dankert Vedeler, provided background information on the Task Force initiative and on the process leading to the adoption of a new Sustainable Development Agenda, which he hopes will provide an appropriate place for teachers.

Before the closing of the ceremony, the Head of the Task Force Secretariat, Dr. Edem Adubra introduced the programme of the forum and outlined other meetings the organization will hold in Rabat this week to discuss how the status of teachers can be improved. A Guide for the development of Teacher Policy will be validated in a workshop on December 18 and an initiative on Teacher Management in Fragile States will be jointly coordinated with the Ministry of Education of Liberia – this will be launched during an Experts meeting on December 18 and 19.


Déclaration des participants de l’Equipe Speciale Internationale sur les Enseignants pour la Réunion sur la Gestion des Enseignants dans les Etats Fragiles dans le cadre de l’EPT

Condamnant l’attaque contre l’école au Pakistan et exprimant leur soutien aux enfants et élèves des pays touchés par l’Ebola

Nous, les participants de l’Equipe Spéciale Internationale sur les Enseignants pour l'Éducation pour Tous (EPT) Réunion  sur la gestion des enseignants dans les Etats  fragiles, composée de représentants de pays, d’organisations internationales, d’ONG et d’experts qui s’est tenue à Rabat les 18 et 19 décembre 2014, exprimons notre indignation et vive émotion suite à l’attaque de l’école à Peshawar, au Pakistan qui a couté la vie à plus 100 enfants.

En notre qualité de groupe de professionnels de l’Education représentant les principales agences des Nations Unies, des ONG et Gouvernements, œuvrant pour la promotion de l’Education à l’échelle mondiale ainsi que les membres de la Coalition Mondiale pour la Protection de l’Education des Attaques, nous renouvelons aujourd’hui l’appel que nous avons lancé à la Communauté Internationale de veiller à la protection des écoles, des élèves et du corps enseignant ainsi que d’assurer le droit à l’éducation dans tous les  pays y compris dans les pays touchés par des conflits.

Nous sommes résolument au côté du Gouvernement du Pakistan dans son engagement à garantir le droit de chaque fille et garçon à une éducation de qualité.   

Nous présentons nos plus sincères condoléances aux familles et amis qui ont perdu leurs êtres chers dans cette tragédie et demandons que les auteurs de ce crime soient traduits en justice.

A cet égard nous exprimons notre préoccupation profonde et mettons ainsi en lumière le besoin urgent de poursuivre les efforts contre les effets dévastateurs de la crise de l’Ebola qui ravage les pays de l’Afrique de l’Ouest avec plus de 18.000 cas détectés.

Au delà des effets désastreux sur les communautés qui sont frappées par cette épidémie, les conséquences sur l’Education sont une source de sérieuse préoccupation notamment quand les écoles sont fermées, les élèves et les formateurs des enseignants périssent ou perdent l’accès à l’éducation ainsi qu’à leur professeur, empêchant ainsi les enseignants de s’acquitter adéquatement de leurs tâches.

Nous recommandons aux personnes et organisations qui œuvrent activement pour lutter contre la maladie et appelons tous les acteurs qui sont engagés activement  dans la lutte contre la maladie de persévérer  et de redoubler d’efforts pour traiter les personnes affectées, et prévenir la propagation à d’autres zones et d’autres pays dans la région.

Convaincus que l’Education est la solution, nous lançons un appel pour que soient prises des mesures concrètes à même de permettre aux enseignants et aux apprenants de bénéficier des moyens de reprendre et de poursuivre leur éducation en vue de l’acquisition des connaissances et des compétences  nécessaires,  susceptibles de prévenir et d’attaquer la maladie pour construire la paix et favoriser le développement.

Adopté à  Rabat,  le 19 Décembre, 2014
La Conférence des chefs d'Etat et de gouvernement des pays ayant le français en partage, communément appelée "Sommet de la Francophonie", est l'instance suprême de la Francophonie.

Elle fait partie des trois instances consacrées par la Charte de la Francophonie (article 2) avec la Conférence ministérielle de la Francophonie (CMF) et le Conseil permanent de la Francophonie (CPF).

Le Sommet se réunit tous les deux ans. Il est présidé par le chef d'Etat ou de gouvernement du pays hôte du Sommet jusqu'au Sommet suivant. Il statue sur l'admission de nouveaux membres de plein droit, de membres associés et de membres observateurs à l'OIF. Le Sommet définit les orientations de la Francophonie de manière à assurer son rayonnement dans le monde, dans un Cadre stratégique décennal. Il adopte toute résolution qu'il juge nécessaire au bon fonctionnement de la Francophonie et à la réalisation de ses objectifs. Il élit le Secrétaire général de la Francophonie.

C'es cette année (2014) que se déroulera le XVe Sommet de la Francophonie à Dakar au Sénégal, du 29 au 30 Novembre. Les chefs d'État et de gouvernement de l'OIF se réunissent pour définir les prochaines orientations de la Francophonie, statuer sur l'admission de nouveaux pays membres et élire le prochain Secrétaire général de la Francophonie.

Suivez ce lien pour plus d'information concernant le XVe sommet de l'Organisation Internationale de la Francophonie.

Etude-Burkina-senegal-togo SC'est en marge de cet evenement que L'équipe Spéciale Internationale sur les enseignants pour l'EPT de l'UNESCO, le bureau UNESCO de Dakar, la Direction de l'Education et de la jeunesse de l'Organisation internationale de la Francophonie et le Ministère de l'Education nationale du Sénégal, organisent la cérémonie de lancement des nouvelles publications intitulées : « Politiques et pratiques relatives aux enseignants dans la perspective de l'EPT » Etudes de cas du Burkina Faso du Sénégal et du Togo.

Le 27 novembre 2014 à partir de 10 heures au Grand Théâtre sous la présidence de Son Excellence Monsieur Serigne Mbaye Thiam, Ministre de l'Education nationale du Sénégal, et en présence de Mme Ann Therese Ndong- Jatta, Directrice du bureau UNESCO de Dakar, et de M. Ma-Umba Mabiala, Directeur de l'Education et de la Jeunesse de l'OIF.


Teachers have an opportunity to participate in a short course to improve their skills for designing ICT-based learning activities. The Massive Open Online Course (MOOC) is free and available in seven languages including English, Spanish, French, Bulgarian, Slovenian, Greek and Catalan. 

More than 2,200 people from 120 countries have now registered for the MOOC which starts on 27 October. With just a few days left until it starts, make sure you register now!


read more:  http://www.icde.org/MOOC+for+teachers+to+improve+skills%2C+offered+in+7+languages+-+just+days+left+to+register%21.b7C_wRrI3W.ips
The Teacher Motivation Working Group (TMWG) is continuing its webinar series with a presentation on Teacher Motivation in Low-Income Contexts: An Actionable Framework for Intervention.
Date: Friday, October 24, 2014
Time: 10:00 am, Eastern Daylight Time (New York, GMT-04:00)

While empirical research on teacher motivation in the developing world is sparse, there are certain trends that can provide insight into the key factors that enhance or hinder teacher motivation in low-income contexts. This webinar highlights the findings from the report,Teacher Motivation in Low-Income Countries: An Actionable Framework for Intervention,which maps the literature on teacher motivation across a variety of contexts in the developing world. The findings from this study were used to develop a set of actionable recommendations to be considered and adopted by stakeholders currently involved in research, teacher development projects and policy-level tasks on issues related to teacher motivation.

Presenter Biography: Emily Richardson, Teacher Motivation & Strategies Intern, Save the Children, and PhD candidate, Teachers College, Columbia University

Emily is currently a second year doctoral student concentrating in International Education Policy at Teachers College, Columbia University. Her research interests include teacher education, policy and professional development and most recently she has been working with Save the Children on a study of teacher motivation in low-income countries. Prior to returning to TC last fall, she worked as the Manager-Policy & Planning on the USAID Teacher Education Project in Islamabad, Pakistan. She has also worked in rural India, leading teacher-training workshops for the Nanubhai Education Foundation, where she is still very active, as a board member. Before moving to India, she taught English, Biology and Chemistry and collaborated on a secondary school curriculum at an all boys' boarding high school in rural Malawi. She has consulted on a number of education policy projects in the Dominican Republic, Malawi and Pakistan and is eager to work in the Middle East. A born and raised Midwesterner, Emily received her BS in Psychology at the University of Dayton and later her MA in International Education Development at Teachers College.

Webinar Access Information:
Meeting Number: 820 743 920
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The stakes for post-2015 are high. To shape the future we want, to promote a sustainable planet, more just and green societies, and growing, green economies, we need to build strong foundations.

This must encompass an education that empowers every boy and girl, woman and man with the values, skills and knowledge to find solutions to the challenges of today and tomorrow.

In a word, education post-2015 must prepare educators and learners for sustainable development.

read more: http://sd.iisd.org/guest-articles/learning-today-for-a-sustainable-future/

Advocacy toolkit

octobre 22 nd, 2014.

Evidence supports the importance of involving teachers to achieve high quality educational processes and outcomes for learners. In order to ensure teacher effectiveness, it is imperative to involve teacher organizations and other stakeholders, such as teacher educators, national education authorities, NGOs and the private sector, in decision-making of the development and implementation of teacher policies and strategies.

The Teachers Task Force,  Education for All Global Monitoring Report  (EFA-GMR) team and the Education International have produced an Advocacy Toolkit for Teachers [EN][FR][SP] , which underscores the importance of teachers and teacher organizations playing an active role in the search for solutions to provide a quality education for all.

 

General information 
Type of notice      Request for Expression of Interest
Title    Production of “A Global report – Teaching as a Profession: Requirements for Equitable Quality Education”
UN organization    United Nations Educational, Scientific and Cultural Organization
Reference   EOI/ED/Production of a global report – Teaching as a Profession: Requirements for Equitable Quality Education
Deadline   23-Oct-2014 18:00
Time zone   (GMT +1.00) Brussels, Copenhagen, Madrid, Paris
     
Description 
United Nations Educational, Science and Cultural Organization (UNESCO) hereby invites qualified governmental bodies, I/NGOs; foundations and similar entities, such as research institutes and universities, professional associations, and other “not-for-profit” organizations to submit their proposals for production of “A Global report – Teaching as a Profession: Requirements for Equitable Quality Education”
 
Country   France
Document   Please refer to attached Call for Proposal


 
 
The International Task Force on Teachers for Education for All (EFA) plays an important role in efforts to ensure teacher effectiveness across the world.
Since its creation in 2009, the Teacher Task Force has been developing and implementing various activities to mitigate three “problem areas” for teachers: the policy gap, the capacity gap, and the financing gap. In 2013, the Task Force published an analytical report on effective policies and practices to address the teacher gap in Bangladesh, Indonesia and Vietnam.  Most recently, the Task Force has looked to support education policymakers, practitioners and researchers in monitoring the teacher-related targets of the post-2015 international education agenda. 

RallyingInternationalEfforttoEnsureTeacherEffectiveness

Within the Asia-Pacific region, the Teacher Task Force Secretariat recently co-sponsored the UNESCO-KEDI Regional Policy Seminar 2014 “Teacher Effectiveness in Support of Quality Learning in the Asia-Pacific”. It invited key resource persons for the Seminar, including from the Teaching and Learning International Survey (TALIS) of the OECD, the Vice-Chair of the EFA Steering Committee, and the Teacher Task Force network to help contribute international perspectives to the discussion.  

Under the second phase of the Strategic Plan 2014-2016, the Teacher Task Force has developed and implemented programmes to ensure teacher effectiveness around three main lines of actions: (i) advocacy and coordination with global and regional initiatives; (ii) knowledge creation and dissemination; and (iii) facilitation of countries’ access to technical support. Some of the main activities of the Teacher Task Force scheduled in 2014 include: coordination amongst major international organizations at the Technical Reference Group on teacher effectiveness of the Global Partnership for Education (GPE); preparation for the publication of the global analysis on the requirements for teaching profession in collaboration with internationally-recognized research institutions and with UNESCO entities; and publication of the teacher policy development guide for education policymakers.  

At the UNESCO-KEDI Seminar, Professor Mohamed Ragheb of the Arab Republic of Egypt, a focal point for the Teacher Task Force, shared a draft teacher effectiveness assessment framework based on discussion amongst the participants. This assessment is designed to contribute to the post-2015 international education debate related to teachers in the Asia-Pacific region. The draft framework articulates the factors that need to be taken into account by education policymakers across five categories: (i) governance; (ii) attracting and recruiting good candidates; (iii) professional development; (iv) retaining good teachers (motivation); and (v) effective deployment; and three categories of actors: (i) the education ministry; (ii) other ministries and governmental organizations; and (iii) independent bodies. The Teacher Task Force expects that this draft framework will be further refined and enriched, not only by the participants of the Seminar, but also by other organizations and professionals with a view to monitoring the teacher-related targets of the post-2015 international education agenda.  

In December 2014, the Teacher Task Force is planning to organize an annual International Policy Dialogue Forum, focusing on the post-2015 international education agenda vis-à-vis national teacher policymaking. The draft framework produced by the UNESCO-KEDI Regional Policy Seminar 2014 will be discussed with policymakers, practitioners and researchers to inform the international debate around post-2015 teacher targets. 

UNESCO BANGKOK

Message for WTD 2014

octobre 03 rd, 2014.
JOINT MESSAGE

English / Français
 
by Irina Bokova, UNESCO Director-General; Guy Ryder, ILO Director-General; Anthony Lake, UNICEF Executive Director; Helen Clark, UNDP Administrator; and Fred van Leeuwen, General Secretary of Education International.
 
jointmessage

Message from the Heads of UNESCO, ILO, UNICEF, UNDP and Education International on the occasion of World Teachers’ Day, 5 October 2014

5 October 2014 marks the 20th anniversary of World Teachers’ Day.

An education system is only as good as its teachers. Teachers are essential to universal and quality education for all: they are central to shaping the minds and attitudes of the coming generations to deal with new global challenges and opportunities. Innovative, inclusive and results-focused teaching is crucial for 2015 and beyond if we are to provide the best possible opportunities for millions of children, youth and adults worldwide.

In many countries, the quality of education is undermined by a deficit of teachers. An extra 1.4 million teachers are needed in classrooms across the world to achieve universal primary education by 2015, and 3.4 million additional teachers will be needed by 2030, according to the UNESCO Institute for Statistics.

Added to the challenge of numbers is the issue of quality. All too often, teachers work without resources or proper training. The stakes are high: we face today a global learning crisis, with 250 million children not learning the basics, over half of whom have spent four years in school.

Equipping teachers to succeed is therefore a priority. This means rigorous training, better conditions for employment, quality-based teacher recruitment, thoughtful deployment and attracting new teachers and talents, especially young people and women from under-represented communities. Reflecting on the lead-up to, and looking beyond, 2015, the Global Thematic Consultation on Education in the Post-2015 Development Agenda aptly sums up the essentials for supporting teachers’ effectiveness as follows: (1) decent conditions of employment, including appropriate contracts and salaries, and prospects for career progression and promotion; (2) good conditions in the work environment, based on creating school contexts that are conducive to teaching; (3) high-quality pre-and in-service training for teachers, based on respect for human rights and the principles of inclusive education; and (4) effective management, including teacher recruitment and deployment.

Moreover, quality teaching depends on teachers enjoying basic rights, such as protection from violence, academic freedom and the freedom to join independent unions. Protecting teachers' rights also helps them to promote the safety and security of the girls and boys in their charge; we must insist that schools remain a protective space for children and teachers.

Children and young people are at the heart of society.  A good education enables them, as global citizens, to respond to the challenges of a complex world, and contribute to building peaceful and sustainable communities. The teachers of today and tomorrow need the skills, knowledge and support that will enable them to meet the diverse learning needs of every girl and boy. We must remember that teachers are an investment for the future.

The international community and governments must stand united to support teachers and quality education worldwide, and especially in those countries where the highest number of out-of-school children exists. We invite you to join us in spreading the message that 5 October is World Teachers’ Day and that investing in teachers means investing in the future.

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Message des Dirigeants de l’UNESCO, de l’OIT, de l’UNICEF, du PNUD, et de l’Internationale de l'éducation à l’occasion de la Journée mondiale des enseignants, le 5 octobre 2014

Le 5 octobre 2014 marque le 20e anniversaire de la Journée mondiale des enseignants.

Les enseignants font la qualité d'un système éducatif. Les enseignants sont la cheville ouvrière d’une éducation universelle de qualité pour tous. Ils jouent un rôle central dans la formation des esprits et des comportements des générations futures pour faire face aux nouveaux défis et opportunités planétaires. Il faut impérativement un enseignement novateur, inclusif et axé sur les résultats pour 2015 et au-delà si nous voulons offrir les meilleures chances possibles à des millions d’enfants, de jeunes et d’adultes par le monde.

Dans beaucoup de pays, la qualité de l’éducation est mise à mal par une pénurie d’enseignants. À l’échelle de la planète, 1,4 million d’enseignants manquent pour atteindre l’objectif de l’éducation primaire universelle d’ici à 2015 et 3,4 millions d’enseignants supplémentaires vont manquer d’ici à 2030, selon l’Institut de statistique de l’UNESCO.

Outre la question des chiffres se pose le problème de la qualité. Les enseignants sont trop nombreux à travailler sans ressources ou sans formation adaptée. Les enjeux sont considérables : nous sommes aujourd’hui confrontés à une crise mondiale de l’apprentissage, puisque 250 millions d’enfants, dont plus de la moitié ont passé quatre ans sur les bancs de l’école, ne possèdent pas les compétences fondamentales.

Équiper les enseignants pour la réussite est donc une priorité. Il faut pour cela une formation rigoureuse, de meilleures conditions d’emploi, un recrutement fondé sur la qualité et un déploiement judicieux, mais aussi attirer dans la profession de nouveaux talents, en particulier des jeunes hommes et femmes issus de communautés sous-représentées. Dans sa réflexion sur les objectifs pour 2015 et au-delà, la Réunion mondiale de la consultation thématique sur l'éducation dans le cadre de l'agenda pour le développement post-2015 résume parfaitement les éléments indispensables à une amélioration de l’efficacité des enseignants : (1) des conditions d’emploi décentes, notamment des contrats et des salaires appropriés ainsi que des perspectives d’évolution de carrière et de promotion ; (2) de bonnes conditions de travail, favorisées par la création d’environnements scolaires propices à l’enseignement ; (3) une formation préalable et en cours de service des enseignants de qualité, fondée sur le respect des droits de l’homme et sur les principes de l’éducation inclusive ; et (4) une gestion efficace, notamment en ce qui concerne le recrutement et le déploiement des enseignants.

En outre, pour un enseignement de qualité il faut que les enseignants jouissent de droits fondamentaux, notamment le droit d’être protégé de la violence, la liberté universitaire et le droit d’appartenir à un syndicat indépendant. Protéger leurs droits aide également les enseignants à promouvoir la sécurité des filles et des garçons dont ils ont la charge. Nous devons insister pour que les écoles restent un lieu protecteur pour les enfants et les enseignants.

Les enfants et les jeunes sont l’âme de la société. Une solide éducation leur permet, en tant que citoyens du monde, de relever les défis d’un environnement complexe et de contribuer à l’édification de communautés pacifiques et durables.

Les enseignants d’aujourd’hui et de demain ont besoin de compétences, de connaissances et d’un appui pour répondre aux besoins d’apprentissage propres à chaque fille et garçon. N’oublions pas que les enseignants sont un investissement pour l’avenir.

La communauté internationale et les gouvernements doivent s’unir pour soutenir les enseignants et encourager un enseignement de qualité partout dans le monde, en particulier dans les pays qui comptent le plus grand nombre d’enfants non scolarisés. Nous vous invitons à vous joindre à nous pour répandre ce message : le 5 octobre est la Journée mondiale des enseignants et investir dans les enseignants, c’est investir pour l’avenir.

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World Teachers Day social media campaign

septembre 30 th, 2014.
29 September 2014- 5 October 2014

This awareness-raising campaign is organized by the Teach For All. The campaign will highlight the theme of “the important and inspiring work of educators have a great impact the lives of students around the world”.

The campaign aims to lead to learn more about the impact of education and share your opinions through social media.

 Six categories are proposed to learn with sharable images.

1.TEACHFOR OUR FUTURE

2.TEACHFOR PEACE

3.TEACHFOR GIRLS

4.TEACHFOR TOLERANCE

5.TEACHEFOR ONE DAY

6.TEACHFOR ALL

Visit the Teach For All’s website to share your voice on social media and they also would like you to comment on the theme of “Why should the world invest in education?”

(http://www.teachforall.org/en/letscelebrateteachers)

 

The A. Ofri International Training Center just published its second newsletter and talk about the upcoming event organized in collaboration with the International Task Force on Teachers for EFA : High-Level Symposium on Educational Challenges - Quality Educators: 07-12 December 2014.

Read the full article
Read the newsletter
About A. Ofri International Training Center
About MASHAV


Working with UNESCO as staff member, intern or volunteer, means working towards a better world and building peace through knowledge exchange, social progress, and mutual understanding among people. UNESCO Bangkok is the United Nations Educational, Scientific and Cultural Organization's regional bureau for Education whose work in the field of education, natural science, social and human science, culture and communication has a bearing on the lives of almost two-thirds of the world's population in 47 member countries across the Asia-Pacific region.

UNESCO Bangkok offers opportunities for people with determination and motivation to help the Organization achieving its goals. The Organization is active in fields such as:
  • Achieving the six goals of Education for All? Our staff takes part in the "Global Action Week for EFA" to raise visibility of quality public education and call for increased financial support for EFA.
  • Protecting maritime heritage from commercial exploitation by recreational divers and predation from treasure hunters? We are taking action to protect and preserve "Safeguarding the Underwater Cultural Heritage of Asia and the Pacific"
  • Promoting human rights through "Protecting the Freedom of Expression"? UNESCO has proclaimed 3 May of every year as the World Press Freedom Day, and our staff is working to promote freedom of opinion and expression through any media regardless frontiers.

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PACTED: Fin de l'atelier - End of the workshop

septembre 05 th, 2014.
Fin de l’atelier d’évaluation de la mise en œuvre de la feuille de route de PACTED à Lomé au Togo !  

End of the workshop to assess the implementation of the roadmap PACTED in Lome, Togo!
 

Après trois jours de débat, les participants ont notamment exhorté les partenaires au développement à intensifier leurs actions en faveur de l’épanouissement des enseignants en Afrique. Ils ont relevé la nécessité de renforcer l’accompagnement technique des agences de coordination des six objectifs de PACTED et recommandé une plus grande appropriation de la feuille de route. 

After three days of debate, the participants particulary urged development partners to intensify their efforts to promote the development of education by taking actions to support sustainable professional development for teachers. They noted the need to strengthen technical support to coordinate the six objectives and recommended greater ownership of PACTED roadmap.

La feuille de route de PACTED est mise en œuvre dans quatre pays pilotes :

The PACTED roadmap is implemented in four pilot countries:
  • Nigéria
  • Kenya
  • Sénégal
  • Togo

LA MISE EN ŒUVRE DE LA FEUILLE DE ROUTE DE PACTED EVALUEE A LOME AU TOGO.


Les agences leaders, les représentants des pays pilotes et les experts de la question enseignante ont débattu pendant trois jours, des progrès accomplis à ce jour dans la mise en œuvre de la feuille de route de la Conférence Panafricaine sur le Développement des Enseignants (PACTED). Les différents ateliers ont permis aux participants de passer au crible les six objectifs de la feuille de route. 

Aux termes des travaux, des recommandations ont été formulées afin d’atténuer les difficultés rencontrées par les pays pilotes dans la mise en œuvre de la feuille de route de PACTED. Le développement des enseignants en Afrique passe par une meilleure collaboration entre les acteurs et une intensification des actions. A cet effet, l’engagement stratégique et le dynamisme du Secrétariat de l’Equipe Spéciale Internationale sur des Enseignants pour l’EPT ont été très appréciés à la rencontre de Lomé. 

En outre, afin d’améliorer leur performance dans la mise en œuvre des six objectifs de la feuille de route, les pays pilotes (Nigéria, Kenya, Sénégal et Togo) ont souhaité le renforcement de l’accompagnement des agences de coordination thématique. Les agences vont désormais intégrer la programmation et l’exécution de leurs activités dans les pays pilotes au cadre global de PACTED. Elles assureront également la sensibilisation des groupes sectoriels sur l’éducation dans les pays afin que les questions enseignantes figurent dans les plans sectoriels. De son côté, l’Equipe Spéciale continuera par assurer la coordination du partage systématique de l’information par les points focaux.

Soulignons que la cérémonie d’ouverture de l’atelier de Lomé a été présidée par le Ministre  des  Enseignements Primaire et Secondaire M. Yao Florent  Badjam MAGANAWE en présence du représentant du Bureau Régional Afrique de l’ouest de l’Organisation Internationale de la Francophonie Tharcisse Urayeneza et du chef Secrétariat de l’Equipe Spéciale Edem Adubra. Le ministre togolais s’est félicité du choix du Togo pour accueillir cet atelier et relever l’importance du rôle des enseignants dans l’éducation. 

Le PACTED est une déclinaison du Plan d’action de la seconde Décennie de l’UA sur la « formation et le perfectionnement des enseignants ».  L’Equipe Spéciale Internationale sur des Enseignants pour l’EPT, assure la coordination technique des projets et préparent les rapports qui servent aux différentes interventions. 




Forum en ligne sur le DÉVELOPPEMENT PROFESSIONNEL
DES ENSEIGNANTS ET LEURS CONDITIONS DE TRAVAIL
organisé par l'Équipe Spéciale Internationale sur les Enseignants pour l'EPT, UNESCO, OIT, UNICEF & PNUD


L’Équipe spéciale internationale sur les enseignants pour l'EPT
est une alliance mondiale volontaire de partenaires pour l’EPT visant à accroître les efforts pour répondre à la pénurie d’enseignants qualifiés nécessaires pour atteindre l’Éducation primaire universelle (EPU) d’ici 2015 et offrir une éducation de qualité pour tous.

L’accès à l’éducation pour tous les enfants, les jeunes et les adultes est un droit humain fondamental et un levier de développement national et mondial. L’Équipe spéciale lance une consultation sur le développement professionnel des enseignants et leurs conditions de travail via un forum de discussion en ligne. Les résultats de cette consultation alimenteront les activités liées au célébrations du 20ème anniversaire de la Journée Mondiale des Enseignant(e)s.

L’Équipe spéciale invite ses membres et les autres acteurs de l’éducation à participer à la consultation du 8 au 19 septembre 2014 par le biais du forum en ligne accessible à:

                                                  www.teachersforefa.unesco.org/fora

Quatre questions sont posées aux participants afin d’approfondir la thématique de l’inclusion et de l’équité dans les politiques et les pratiques enseignantes :

  1. Comment améliorer les conditions de travail et de vie des enseignants en dépit des contraintes financières liées à la crise ?
  2. Comment les conditions de travail peuvent-elles influer sur la qualité des enseignements ?
  3. De quelle façon les institutions de formation des enseignants (écoles ou universités) contribuent-elles au développement professionnel des enseignants dans vos pays respectifs ?
  4. Comment les innovations pédagogiques telles que l’intégration des technologies de l’information et de la communication (TIC) peuvent-elles être un atout dans l’enseignement, quels facteurs peuvent motiver les enseignants à les intégrer dans leur pratique ?
L’Équipe spéciale invite les institutions et experts de toutes les régions du monde à partager les défis, priorités et pratiques de leur système éducatif et à contribuer aux discussions et débats du forum en ligne. Elle encourage également ses membres à inviter les acteurs de leurs réseaux à apporter leur contribution.

Pour plus d'informations, visiter le http://www.worldteachersday.org/map/ ou le www.teachersforefa.unesco.org/fora ou contacter Mme Aminatou Diagne Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.  ou M. Mathieu Lacasse Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.



                                                                 Télécharger la NOTE CONCEPTUELLE 
 

World Teachers' Day - Online forum

septembre 03 rd, 2014.

Online forum on TEACHERS' PROFESSIONAL
DEVELOPMENT AND WORKING CONDITIONS
organized by the International Task Force on Teachers for EFA, UNESCO, ILO, UNICEF & UNDP

The International Task Force on Teachers for EFA is a voluntary global alliance of EFA partners working together to address the shortage of qualified teachers needed to achieve universal primary education by 2015 and to provide a quality education for all.

Access to education for all children, youth and adults is a fundamental human right and a lever of national and global development. The Task Force is holding a consultation on teachers' professional development and working conditions via an online discussion forum. Input from this consultation will feed into the activities related to the 20th anniversary of World Teachers' Day.

The International Task Force invites its members and other stakeholders in education to participate in this consultation, from 8th to 19th September 2014, through the open online forum available at

                                                  www.teachersforefa.unesco.org/fora


Four questions are asked to the participants to deepen the themes of professional development and working conditions:

  1. How to improve working conditions and living standards of teachers despite crisis' financial constraints?
  2. How working conditions can influence teaching quality?
  3. How the institutions (schools and universities) as a place of training contribute to the professional development of teachers in your country?
  4. How educational innovations such as the integration of information and communication technology (ICT) can become an asset in teaching, what factors can motivate teachers to intergrate them in their practice?
The International Task Force on Teachers for EFA is inviting institutions and experts from all regions of the world, including both developing and developed countries, to share the challenges, priorities and practices of their education systems and contribute to discussions and debates in the online forum. We also invite our members to extend the invitation to their respective network(s).

For more information, please visit http://www.worldteachersday.org/map/ or www.teachersforefa.unesco.org and the online forum www.teachersforefa.unesco.org/fora, or contact Ms. Aminatou Diagne: Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser. or Mr. Mathieu Lacasse: Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.


                                                                    Download the CONCEPT NOTE 
 

Do teachers feel valued and satisfied?

septembre 01 st, 2014.

TALIS-OECD new Teaching in Focus 2014/05 (September) tried to answer to the following question : What helps teachers feel valued and satisfied with their jobs? 


Download document


Few teachers feel that their profession is valued by society…… but most are satisfied with their jobs
Challenging classrooms, ineffective appraisal systems are among the work aspects that are linked to lower teacher job satisfaction...
… while involvement in decision making, teacher collaboration and positive teacher-student relationships are associated with higher job satisfaction.

Please share your experiences and feelings on our Facebook wall

Assessment workshop on the implementation of the PACTED roadmap

 2-4 September 2014, Lomé, TOGO


The workshop has been organized in cooperation with the Organisation Internationale de la Francophonie (OIF) and Togo’s
 Ministry of Primary and Secondary Education.



In 2006, the African Union (AU) adopted its Plan of Action for the Second Decade of Education for Africa. Teachers have been recognized in the plan as one of the seven pillars of education. In implementing the plan, the African Union, in consultation with the most active education partners in Africa, initiated the Pan-African Conference on Teacher Education and Development (PACTED) in order to address teacher development issues holistically through a structured framework and a collaborative process. 

At the first PACTED meeting, held in April 2011, in Lomé, Togo, an ad hoc committee was established, comprising three pilot countries (Kenya, Senegal and Togo) and three organizations (Association for the Development of Education in Africa (ADEA), UNESCO and UNICEF). The committee was tasked with working with the African Union Commission (AUC) to develop a roadmap based on the five recommendations adopted at the meeting, which are to (i) ensure that each country has a report on its education system to guarantee the right to quality basic education for all; (ii) develop a policy of quality basic education for a minimum of nine to ten years; (iii) ensure the professional development of teachers (in formal and non-formal sectors) to guarantee a quality education system for Africa in the twenty-first century; (iv) develop a curriculum for quality education for sustainable development that addresses teaching and learning; and (v) plan for the funding of quality education. 

The 2011 Conference in Lomé decided to hold PACTED regularly in order to review the work and monitor the progress achieved in Africa in taking up teacher challenges. PACTED partners (UNESCO, Education International (EI), the Pan-African Council of Teachers, the Commonwealth Secretariat, UNICEF, ADEA and the International Task Force on Teachers for Education for All) took up the challenge and convened a meeting in Ouagadougou, Burkina Faso, in February 2012, at the end of the ADEA Triennale, to discuss the draft roadmap. They approved the proposal of the International Task Force on Teachers for Education for All to develop a monitoring and evaluation framework for the roadmap. 

The roadmap and the monitoring and evaluation framework were submitted and validated on behalf of all partners at the fifth ordinary session of the Conference of Ministers of Education of the African Union (COMEDAF V) in Abuja, Nigeria, in April 2012. In September 2013, the Paris workshop, organized jointly by the International Task Force on Teachers for Education for All and AUC, provided partners with details on the PACTED roadmap and the monitoring and evaluation framework. Partners’ awareness of the content and implications of planning and coordination tools was raised so that they could structure their action on teacher-related issues in Africa more effectively. Nigeria joined the pilot countries after that meeting. The International Task Force on Teachers for Education for All was tasked with the technical coordination of the roadmap and AUC with its policy coordination.

In November 2013, in Kinshasa, at the follow-up meeting held as a side event during the forum of the International Task Force on Teachers for Education for All, the partner organizations coordinating the PACTED roadmap and the pilot countries reviewed the progress achieved since the recommendations made at the COMEDAF V Bureau meeting in Addis Ababa in July 2013, form country teams and considered activities to be reported to COMEDAF at its sixth ordinary session in April 2014. 

The agenda of the sixth ordinary session of the Conference of Ministers of Education of the African Union (COMEDAF VI) in Yaoundé, however, was such that the pilot countries and the implementing agencies could not meet to assess the implementation of the PACTED roadmap. They therefore requested the Task Force secretariat to hold a workshop at which they could review the progress achieved on each target by highlighting the results, the challenges and the lessons learnt.

Accordingly, the Organisation Internationale de la Francophonie and the Secretariat of the International Task Force on Teachers for Education for All will hold an assessment workshop on the implementation of the PACTED roadmap from 2 to 4 September 2014, in Lomé, Togo.

For more information, please contact:

Paul-Frédéric Constantin (Organisation Internationale de la Francophonie)
Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.
Aminatou Diagne (International Task Force on Teachers for EFA)
Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.  

Documents related to the Workshop
Concept note
Agenda
Atelier d’évaluation de la mise en œuvre de la feuille de route de PACTED

02 au 04 septembre 2014, Lomé, TOGO

2-4 Septembre 2014, Lomé, TOGO

 
L’atelier est organisé en collaboration avec l’Organisation Internationale de la Francophonie (OIF) et le Ministère des Enseignements Primaire et Secondaire du Togo.
 

En 2006, l'Union Africaine (UA) a adopté son Plan d'action pour la 2ème décennie de l'éducation en Afrique. Le plan reconnaît les enseignants comme l'un des sept piliers de l'Éducation. Dans la mise en œuvre du plan, l'UA, en consultation avec les partenaires de l'éducation les plus actifs sur le continent a initié la Conférence panafricaine sur le développement des enseignants (PACTED) afin d’aborder de manière globale les questions de développement des enseignants dans un cadre structuré et un processus de collaboration.

La première réunion de PACTED organisée en avril 2011 à Lomé, au Togo a créé un comité ad hoc composé de trois pays pilotes (Kenya, Sénégal et Togo) et de trois organisations (l'Association pour le Développement de l’Education en Afrique (ADEA), l’UNESCO et l’UNICEF). Ce comité a été chargé de collaborer avec la Commission de l'UA pour développer une feuille de route basée sur les 5 recommandations de la réunion qui sont (i) veiller à ce que chaque pays dispose d'un rapport sur l'état de son système éducatif pour garantir le droit à une éducation de base et de qualité pour tous;(ii) développer une politique de l'éducation de base de qualité pour un minimum de 9 à10 ans; (iii) assurer le développement professionnel des enseignants (pour les secteurs formel et non formel) pour un système éducatif de qualité pour l'Afrique au 21e siècle; (iv) élaborer un programme pour une éducation de qualité pour le développement durable, qui traite de l'enseignement et l'apprentissage et (v) planifier le financement d'une éducation de qualité.


La Conférence de 2011 à Lomé a décidé de faire de PACTED un événement récurrent pour faire le bilan, et suivre les progrès du continent pour faire face aux défis des enseignants. Les partenaires de PACTED (l'UNESCO, l’Internationale de l’Education, le Conseil Panafricain des enseignants, le Secrétariat du Commonwealth, l'UNICEF, l'ADEA et l'Équipe Spéciale Internationale sur les Enseignants pour l'EPT) ont relevé le défi, et ont convoqué une réunion à Ouagadougou, au Burkina Faso, en février 2012, à la clôture de la triennale de l'ADEA, afin d'examiner le projet de la Feuille de route. Ils ont approuvé une proposition de l'Équipe Spéciale Internationale sur les Enseignants pour l'EPT de développer un cadre de suivi et d'évaluation pour la feuille de route.

La feuille de route et le cadre de suivi et d'évaluation ont été présentés et validés au nom de tous les partenaires lors de la réunion COMEDAF V à Abuja, au Nigeria, en avril 2012. En septembre 2013, l'Atelier de Paris, organisé conjointement par l’Équipe Spéciale et la Commission de l’UA, a clarifié aux partenaires la feuille de route et le cadre de suivi et d’évaluation de PACTED. Les partenaires ont été sensibilisés sur la teneur et les implications des outils de planification et de coordination afin qu’ils puissent mieux articuler leurs interventions sur les enseignants en Afrique. Le Nigéria a rejoint les pays pilotes à partir de cette réunion. De plus, le Secrétariat de l’Équipe Spéciale Internationale sur les Enseignants assume désormais la coordination technique de la feuille de route et la Commission de l’UA, la coordination politique.


En novembre 2013 à Kinshasa, la réunion de suivi organisée en marge du forum de l’Équipe Spéciale a permis aux organisations partenaires de la coordination de la feuille de route de PACTED et aux pays pilotes de revisiter les implications depuis les recommandations faites par la réunion du bureau de COMEDAF V à d’Addis-Abeba de juillet 2013 : de structurer les équipes pays ; et de passer en revue les activités devant être rapportées à la réunion du COMEDAF en avril 2014.


Cependant lors de COMEDAF VI à Yaoundé, l’agenda n’a pas permis aux pays pilotes et aux agences de mise en œuvre de se retrouver pour faire le point sur la mise en œuvre de la feuille de route de PACTED.  Ceux-ci ont demandé au secrétariat de l’Equipe spéciale d’organiser un atelier pour leur permettre de faire le point sur l’état d’avancement pour chaque objectif ciblé en mettant en exergue les résultats mais également les défis rencontrés, ainsi que les leçons apprises.

C’est dans ce contexte que le Secrétariat de l’Équipe Spéciale sur les Enseignants pour l’EPT organise cet atelier d’évaluation de la mise en œuvre de la feuille de route de PACTED du 02 au 04 septembre 2014 à Lomé au Togo. 

Pour plus d'informations, n'hésitez pas à contacter:

M. Paul-Frédéric Constantin  (Organisation Internationale de la Francophonie)
Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.

Mme Aminatou Diagne (Secrétariat de l'Équipe Spéciale Internationale sur les Enseignants pour l'EPT)
Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.  


Documents liés à l'atelier de travail
Note conceptuelle
Agenda