Comments (12)

Moderator Thematic Action Track 3
Moderator Thematic Action Track 3

Welcome to the TES discussion forum on Action Track 3!

Please share your thoughts on the essential elements for the TRANSFORMATION
OF TEACHING, paying particular attention to the following four aspects: addressing the global teacher shortage, ensuring decent work for teachers, ensuring relevant and quality initial and in-service training, encouraging innovation and leadership in the teaching profession.

We look forward to receiving your contributions!

Maria Teresa Tatto
Maria Teresa Tatto

To transform teaching, teacher education curricula will need to be reformed to align with new expectations for teacher knowledge and roles. It is also essential to recognize that teaching is intrinsically collaborative, and the part of students in this collaboration should be seriously considered. And more thought needs to be given to what is required to properly equip teachers for a critical role in knowledge production and educational research. The attached document explains these thoughts in detail, published on May 25, 2022, as a blog on the teacherstaskforce website: https://teachertaskforce.org/blog/reimagining-future-developing-teacher… and on May 23 on the UNESCO Futures of Education Ideas Lab.

Moderator
Moderator

@Maria Teresa Tatto, that's a really valuable resource--thanks for highlighting it. In so many rural communities especially there are volunteer or community teachers who don't benefit from large scale initiatives like curriculum reform--and aren't included in the consultations that bring about reform because they aren't "appointed" by the government. How to capture their voices, and the needs they have among some of the more marginalized population groups? How can that very transformative set of ideas capture teachers who fall outside of government planning and investment?

Matthew Aruch
Matthew Aruch

Thematic Action Track 3: Teachers, Teaching, and the Teaching Profession
The action track 3 discussion paper notes climate once, highlighting “the need to transform teaching and to better train and support education personnel to respond to a variety of situations and challenges, including climate change, displacement and conflict, and to adapt learning to different formats and needs.”

We argue that climate needs to be discussed with respect to other key issues related to teachers. For one, teacher shortages will be amplified by the climate crisis as working conditions deteriorate and schools are increasingly impacted by climate-driven weather events (see action track 1). Furthermore, teachers must be equipped with the skills and training required to teach about climate. A recent survey from UNESCO and Education International found that teachers want to teach CCE, but do not feel they have knowledge or skills to do so.

The summit should put commitments to teaching and learning about climate on the agenda, along with strategies for credentialing teachers and creating networks for sharing of best practices and provide space for dialogue about education spaces that facilitate teacher and student agency to grapple with issues of climate.

Abby Asekun
Abby Asekun

We are excited for a focus on Transforming Education on teachers and teaching profession. Our organization, 1 Million Teachers under the umbrella of 1MT Cares works to attract and retain teachers, train and develop teachers in Africa and around the world, as well as motivate them to improve performance in the classrooms.

We have been working collaboratively with organizations such as Queen's University, HP and country governments to help tackle the four challenges identified in the discussion paper which include: teacher shortages; difficulties in assuring the qualifications and professional development needs of teaching personnel; low status and working conditions, and lack of capacity to develop teacher leadership, autonomy and innovation.

1MT Cares/1 Million Teachers has been working to support strategies 2, 3, 4 & 5 as outlined in the successful policy interventions and good practices across different regions. And we hope we can begin to actively touch on the other identified strategies.

This is a great platform to showcasw the importance of teachers and the need to improve the sustainability of this profession across the world.

We are looking forward to attending and participating in the summit as well as continued discussions in this forum.

Kathleen Rogers
Kathleen Rogers

We have attracted over four hundred million signatures to a petition calling for mandatory, fully integrated climate literacy education, civic skill building, and jobs training so that everyone can participate in the creation of an equitable green economy. Our supporters include organizations, including teachers' union, labor unions, faith groups, mayors, corporations, including Microsoft, and NGOs along with individuals across the planet. A final document that does not explicitly include these issues will not prepare our students for the impacts and opportunities presented by the climate crisis. Donor countries must recognize the fairness of providing funding to create curricula and to train teachers. Without financial support we cannot build an educated engaged workforce to take advantage of the transition to the new economy.

Divine Foretia
Divine Foretia

Among other things, continuous professional development for teachers to my opinion should be geared toward addressing the need for a strong understanding of the curriculum and learning goals for their respective disciplines. This would strengthen the ability of the teacher to explaining concepts. Moreover, supporting teachers to choosing the most effective pedagogy to teach is primordial.

Jyoti Bawane
Jyoti Bawane

When we speak of bringing out transformations in teaching, the focus has commonly been laid on aspects/factors that relate to a teacher schooling context. However, it is believed significant attention be also laid on the teacher professional development (preparation programs), particularly on the proficiency of teacher educators and their continuous professional development. Teacher education policies need to widen their scope by integrating continuous professional development of teacher educators to ensure teacher training programmes provide the appropriate inputs to develop the relevant skills and competencies among the prospective teachers too.

Richard CHARRON
Richard CHARRON

Teachers provide an essential contribution to educational quality. And most national and international organizations give them much attention. But what about educational managers ?
Will the Education Transformation Summit take into account the management of education systems, which is recognised as one of the main drivers of school effectiveness?

All international organizations involved in the implementation of the Summit on the Transformation of Education are unanimous: management is one of the main factors in the effectiveness of education systems
However, we note that the Summit in question
• does not identify educational management as one of the five courses of action to be explored; however, managers are strongly committed to each of the proposed avenues: in the organization of inclusive, equitable, safe and healthy schools, in pedagogical leadership with teachers, in the implementation of ICTs, in the control of the financial activities of regional and national institutions and services;
• does not organize a focus group on the essential contribution of management to the transformation of education;
• does not include, in its stakeholders, representatives of managers or their associations.
We are aware that the majority of the education systems in which we operate do not offer managers a distinct identity, sufficient initial or continuing professional training, a transparent and effective process for appointment and retention (Research on the management of education systems in Francophone Africa. , Éditions EduGestion, 2022, forthcoming). This is despite the adoption by the Conference of Ministers of Education of the States and Governments of La Francophonie (CONFEMEN) in 2006, in follow-up to the Assises francophones de la gestion scolaire, of a Memorandum and Framework for Action on School Management, which proposed specific strategies aimed at these same conditions of the profession.
We know that managers themselves are struggling to come together to become efficient actorsl in the desired changes. So that, at the national and international level, these managers are ignored by ministries and international organizations in their plans to improve education, to the great detriment of the desired improvements.
It seems impossible to transform education without transforming its management.
We hope that increasing attention will be paid to this inescapable reality.
In a spirit of collaboration
Richard Charron
Associate Professor
Université Senghor d’Alexandrie
Webmaster EduGestion
https://edugestion.usenghor-francophonie.org

Richard CHARRON
Richard CHARRON

Thank you for this document. Teacher training and development is the object of much concern in all educational systems, with reason. But in the countries where our network is present, the training and professional develoopment of managers - which should form a distinct profession from teachers - is mostly ignored by ministries and international organzations, despite tje fact that reaserch identifies management leadership as a major factor in school efficiency.

Paul HERVE
Paul HERVE

L'enseignement est un démembrement du système EDUCATIF un peu comme une pièce mécanique. Cela exige que les normes, la qualité, etc. soient respectées par tous. L'Office international d'études et de recherche (OER) du PACO a découvert qu'il existe un risque fondamental s'il arrive à dissocier le droit du travail et la profession qui l'associe. Si les normes ne sont pas respectées par le fabricant de la pièce mécanique, cette dernière sera inutile. Il est donc plus que jamais nécessaire que les normes soient appliquées et équilibrées pour avoir une profession enseignante de confiance à l'avenir et cela dépendra de la façon dont nous en prendrons conscience au XXIe SIÈCLE.

A l'issue du pré-Sommet, le Consortium Panafricain souhaite qu'une franche collaboration soit menée ici par les différents acteurs et prise en compte par l'UNESCO afin de promouvoir un langage pertinent sur la cause profonde du métier d'enseignant et de l'enseignement en général.

Conformément à ce qui précède, nous recommandons à l'UNESCO de veiller à ce que les acteurs non majoritaires dans la promotion d'une éducation de qualité se conforment à l'ODD-4 pour un modèle de société réflexif. Cette recommandation passe par la demande du Consortium panafricain d'adhérer au Centre de partage des connaissances intimes de l'UNESCO.


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