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UNESCO Teacher Training Initiative for

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UNESCO Its Mandate in Education. A laboratory of ideas ... 17 'first phase' countries: Angola, Burkina Faso, Burundi, Cape Verde, Central African Republic, ... – PowerPoint PPT presentation

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Title: UNESCO Teacher Training Initiative for


1
  • UNESCO Teacher Training Initiative for
  • Sub-Saharan Africa (TTISSA)
  • Ramya Vivekanandan
  • Universities Council for the Education
  • of Teachers (UCET) Seminar,
  • 1 October 2008

2
UNESCO Its Mandate in Education
  • A laboratory of ideas
  • anticipates and responds to emerging trends and
    needs in education and develops education policy
    recommendations based on research evidence
  • A clearing house
  • promotes development and implementation of
    successful education practice, and documents and
    disseminates successful practices
  • A standard-setter
  • develops standards, norms and guidelines for key
    education areas and actions
  • A capacity-builder in Member States
  • provides a platform for intellectual thought
    leadership for education innovation and reform
  • A catalyst for international cooperation
  • initiates and promotes dialogue and exchange of
    information among education leaders and
    stakeholders, e.g. Global Action Plan for EFA

3
Teachers as catalysts for change
  • Teachers are essential players in promoting
  • quality education, whether in schools or in
  • more flexible community-based programmes
  • they are advocates for, and catalysts of,
  • change. No education reform is likely to
  • succeed without the active participation and
  • ownership of teachers.
  • - Dakar Framework for Action, 2000 -

4
Section for Teacher Education
  • Promotes the ILO/UNESCO Recommendations
    concerning the Status of Teachers and other
    international norms/standards regarding teachers
  • Raises public awareness of the fundamental
    contribution teachers make to development and
    civil society, including through the annual
    international observance of World Teachers Day
    (5 October)
  • Assists Member States to establish and/or
    strengthen national policies regarding the
    education, recruitment, retention, status and
    working conditions of teachers
  • Facilitates the exchange of knowledge, good
    practices and lessons learned regarding teacher
    issues
  • Promotes awareness among decision-making groups
    to provide for the status of teachers as a
    fundamental policy issue nationally and
    internationally (G-8 donor organizations,
    national ministries).

5
The Recommendations concerning the Status of
Teaching Personnel
  • 1966 ILO/UNESCO Recommendation concerning
  • the Status of Teaching Personnel
  • 1997 UNESCO Recommendation concerning the
  • Status of Higher-Education Teaching Personnel

6
The scope of the Recommendations
  • Initial and continuing training
  • Recruitment
  • Advancement and promotion
  • Security of tenure
  • Disciplinary procedures
  • Part time service
  • Professional freedom
  • Supervision and assessment
  • Responsibilities and rights
  • Participation in educational decision making
  • Negotiation
  • Conditions for effective teaching and learning
  • Social security

7
Monitoring of the Recommendations
  • The Committee of Experts on the Application of
    the
  • Recommendations concerning Teachers (CEART)
  • Triennial Meetings
  • Report
  • Working Group on
  • Allegations
  • Follow up of CEART
  • Recommendations

8
The challenge…
  • The challenge
  • The acute shortage of qualified teachers has
    been identified as one of the biggest challenges
    to the realisation of the EFA goals by 2015.
  • Up to 4 million additional teachers needed for
    Sub-Saharan Africa (SSA) if UPE is to be achieved.

9
And the complexities of the challenge…
  • Concerns about the attractiveness of teaching as
    a career make recruitment a major issue, with the
    relative social value of the profession in
    long-term decli
  • Benchmark indicators (e.g. 3.5 advocated by FTI)
    for teachers salaries, do not reflect PPP and
    context of country and impact on attractiveness
    of teaching as a career
  • Even in countries with an adequate supply of
    teachers, there are often shortages in remote
    areas and in certain subject areas (e.g. science,
    maths)
  • Globalization has led to an unprecedented level
    of migration of teachers (at all levels) to other
    professions and countries (a brain drain
    effect)
  • Some countries experience high rates of teacher
    attrition, especially among new teachers
    (teachers use qualification to gain other
    employment).
  • High human resource costs related to sick
    teachers and HIV-related absences
  • Inability of current teacher education models to
    cope with the demand for increased numbers
  • Disjuncture between teacher training and the
    realities of school and insufficient evaluation
    of teacher training and its impact on classroom
    practice.
  • Teacher educators inadequately trained and
    supported
  • Certain cadres (higher education teachers,
    technical and vocational teachers) may have no
    pedagogical training
  • Absence of coherent policies and coordination of
    in-service training
  • The recruitment of unqualified or under-qualified
    teachers, initially adopted as a
    temporary/emergency measure, is now a more
    persistent and widespread practice

10
TTISSA
  • TTISSA Teacher Training Initiative for
    Sub-Saharan
  • Africa
  • One of UNESCOs 3 high-level initiatives in
    education
  • (others are EDUCAIDS and LIFE)
  • 2006-2015
  • 17 first phase countries Angola, Burkina Faso,
  • Burundi, Cape Verde, Central African Republic,
  • Chad, Congo, Democratic Republic of the Congo,
  • Ethiopia, Ghana, Guinea, Madagascar, Niger,
  • Nigeria, Sierra Leone, Tanzania and Zambia…
  • but will eventually be rolled out to all 46 SSA
  • countries
  • Implemented by UNESCO HQ (Section for Teacher
  • Education) in close cooperation with UNESCOs
  • Regional Bureau for Education in Africa (Dakar)
    and

11
TTISSA Log Frame
  • GOAL
  • To improve access, quality and equity of
    education towards the achievement of EFA
  • PURPOSE
  • To increase the quantity and improve the quality
    of the teacher workforce in SSA
  • OUTPUTS
  • 1. Status and working conditions of teachers
    improved
  • 2. Coherent teacher management and
    administrative structures established
  • 3. Appropriate teacher policies developed
  • 4. Quality and coherence of teacher professional
    development enhanced

12
Types of Activities
  • Regional/national frameworks
  • Policy briefs/guidelines
  • Research/Evaluations/Studies
  • Tool kits
  • South-South sharing
  • Capacity development
  • Material review/development
  • Advocacy

13
Priority Activities
  • Raising the debate internal and external
    advocacy, promotion of the Recommendations
  • Researching the issues PASEC, SACMEQ, GMR
  • Improving teacher data - UIS
  • Teacher Education Policies gathering data,
    Policy Forums, Policy Briefs, IIEP distance
    education course
  • ICTs Competency Standards, Open Resources in
    Ghana, Kenya and DRC, DETA conference
  • Quality Assurance Global Forum and
    International Conference
  • Provision and facilitation of specific technical
    support as required
  • Sourcing of extra-budgetary resources

14
Focus on TTISSA Support to Teacher Policy
  • Gathering of teacher policies from various SSA
    countries (e.g Angola, Cape Verde, Congo, DRC,
    Guinea, Lesotho, Mozambique, Namibia, Niger,
    Nigeria, Sierra Leone, South Africa, Zambia) and
    review/ analysis of those policies
  • Teacher Education Policy Forum for Sub-Saharan
    Africa held at UNESCO HQ on 6-9 November 2007
    with Directors of Teacher Education from
    first-phase TTISSA countries
  • Policy briefs being developed on various areas
    (e.g costing, data, emerging issues, quality
    assurance)
  • Second Policy Forum to be held, hosted by
    Ministry of Education of first-phase TTISSA
    county
  • Provision of technical assistance to countries on
    policy development (e.g. Angola, Niger, DRC)

15
TTISSA in Angola
  • Source UNESCO Institute for Statistics, 2004
  • Large, resource-rich country marked by a brutal
    27-year civil war, which ended in 2002. Economy
    now one of the fastest growing in the world.
  • Large-scale reconstruction of the education
    system, including school construction and
    recruitment of teachers. As a result, the number
    of children enrolling in primary school doubled
    between 2002 and 2003
  • Government recruited 29,150 teachers for the 2003
    school year, of which 70 had no academic or
    pedagogical teaching qualification. Many
    different categories of teachers in the system,
    most with no or little training.
  • MoE identified need for a National Qualifications
    Framework for Teachers for an accurate picture of
    the various types of teachers in the system and
    develop a plan for upgrading those who never
    received training. This is a priority in other
    SADC countries as well.
  • Huge challenge in terms of information. Very
    little data available on the education system and
    on teachers in particular

16
TTISSAs Support to Angola
  • Through the EFA Capacity Building Programme….
  • Development of a National Qualifications
    Framework for Teachers (NQFT)
  • Production of ODL modules for teacher education
    curriculum in Portuguese, math and computer
    literacy
  • Mainstreaming of cross-cutting themes (e.g HIV
    and AIDS, peace and human rights, culture, world
    heritage) into the teacher education curriculum
  • Strengthening of two Community Learning Resource
    Centres (CLRCs) and establishment of a third one

17
Thank you!!!
18
For more information…
  • TTISSA Website http//www.unesco.org/education/T
    TISSA (English)
  • http//www.unesco.org/education/fr/TTISSA
  • (French)
  • E-mail address
  • ttissa_at_unesco.org
  • r.vivekanandan_at_unesco.org
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