Dans le cadre de son nouvel axe d'action principal sur l'apprentissage des politiques nationales et régionales, L’Équipe internationale sur les enseignants pour Éducation 2030 (TTF), en collaboration avec l'Institut international de l'UNESCO pour le renforcement des capacités en Afrique (IIRCA) et l'Association pour le développement de l'éducation en Afrique (ADEA), organise une série d’ateliers pour l’échanges régionaux et nationaux sur les politiques prometteuses.

Le premier atelier régional virtuel aura lieu le mardi 21 juin à 16h00 heure de l'Afrique de l'Est, UTC +3 hrs ou (15h00 heure de Paris), suivi d'un deuxième atelier en octobre/novembre. Entre les deux ateliers, une réflexion supplémentaire par le Secrétariat de la TTF et les membres du Comité Directeur aura lieu pour vérifier les hypothèses et affiner les besoins d'apprentissage des politiques régionales pour le deuxième atelier.

Les ateliers visent à favoriser l'échange et la discussion à l'appui du développement complet de la politique enseignante, comme illustré dans le Guide pour l’élaboration d’une politique enseignante (TPDG) et ses neuf dimensions interconnectées en tant que cadre. La série d'ateliers de cette année se concentrera sur le développement professionnel (notamment en ce qui concerne les compétences en TIC et les pédagogies hybrides), y compris leur relation avec les parcours de carrière et les normes applicables aux enseignants. L'atelier est le premier d'une série de deux qui seront organisés pour les partenaires nationaux et régionaux de la TTF et les parties prenantes de l'éducation dans le cadre de sa nouvelle initiative visant à renforcer l'apprentissage des politiques en temps utile pendant la période de reprise du COVID-19. Ces ateliers sont destinés à s'appuyer sur les besoins des pays en matière d'apprentissage des politiques, tels qu'ils ont été exprimés non seulement lors du Forum de dialogue politique de Kigali, mais également dans le cadre d'une enquête de suivi visant à consolider les besoins les plus urgents en la matière.

Les points focaux et adjoints de la TTF, y compris les membres des pays et des organisations, seront invités à l'atelier régional de l'Afrique anglophone. D'autres partenaires clés dotés de compétences régionales seront consultés et invités à participer activement.

Pour plus d'informations contactez Thomas, Yael (y.thomas@unesco.org) ou Soto Echeverri, Emilia (e.soto-echeverri@unesco.org).

See the Consultation Report here

The 2023 Global Education Monitoring Report will examine education challenges to which appropriate use of technology can offer solutions, while recognizing that many of the solutions proposed may also be detrimental. The report will examine issues of access, equity, and inclusion in education, looking at ways through technology can help reach disadvantaged learners but also ensure more knowledge reaches more learners in more engaging and cheaper formats.

The report will also explore three system-wide conditions that need to be met for any technology in education to reach its full potential: ensuring that all learners have access to technology resources, protecting learners from the risks of technology through appropriate governance and regulation and supporting all teachers to teach, use and deal with technology effectively.

In a rapidly changing world affected by technology, and in the aftermath of the global COVID-19 pandemic, teachers face large and increasing demands to engage with technology in education and develop related competencies. As a result, this consultation, convened by the Teacher Task Force and the GEM Report, will look into the way that education systems can support all teachers to teach, use and deal with technology effectively.

Teachers face many barriers to the use of technology. Therefore, in order to identify the best ways to help teachers teach and use technology effectively, the discussion will focus on three key issues, including the lack of access, training and system support. Each area will be discussed on separate rooms:

1. Barriers to access and equity
2. Teacher professional development and pedagogy
3. Systemic support and collaboration

Agenda

This event is by invitation only, if you wish to participate or need more information, please contact Soto Echeverri, Emilia (e.soto-echeverri@unesco.org).

As part of its new main line of action on national and regional policy learning, The Teacher Task Force is co-organising a series of workshops for the Anglophone Africa Region with the UNESCO International Institute for Capacity Building in Africa (IICBA), in cooperation with South Africa and ADEA.

The first workshop will be held on 22 June, followed by a second workshop in October/November. Between the two workshops, additional reflection by the TTF Secretariat and the regional Steering Committee members will take place to verify assumptions and refine regional policy learning needs for the second workshop.

In particular, the workshops aim to foster exchange and discussion in support of holistic and comprehensive teacher policy development as illustrated in the Teacher Policy Development Guide (TPDG) and its nine interconnected dimensions as a framework. This workshop will focus on common policy learning needs related to teacher education and professional development including issues related to teacher training, qualifications, licensing, and its relationship to career path/ structure, working conditions and teacher standards. In addition to this, countries demonstrated an interest in the ICT dimension of teacher education including ICT skills and pedagogies for remote and distance teaching. Countries also demonstrated learning needs related to school leadership and teachers in emergencies, not only to recover from COVID-19, but also to prepare for future crises.

Country focal points and deputies, including both country and organisational members, will be invited to the Anglophone Africa regional workshop. Other key partners with regional remits will be consulted and invited to actively participate as they are familiar with regional policy learning needs.

For more information contact Thomas, Yael (y.thomas@unesco.org) or Soto Echeverri, Emilia (e.soto-echeverri@unesco.org).

As part of its new main line of action on national and regional policy learning, The Teacher Task Force is co-organising a series of workshops for the Arab States Region with the Regional Center of Quality and Excellence in Education (RCQE) and the Arab Bureau of Education for the Gulf States (ABEGS), in cooperation with Lebanon and Hamdan Foundation. The first workshop will be held on 13 June, followed by a second workshop in October/November. Between the two workshops, additional reflection by the TTF Secretariat and the regional Steering Committee members will take place to verify assumptions and refine regional policy learning needs for the second workshop.

In particular, the workshops aim to foster exchange and discussion in support of holistic and comprehensive teacher policy development as illustrated in the Teacher Policy Development Guide (TPDG) and its nine interconnected dimensions as a framework. This workshop will focus on common policy learning need related to teacher education and professional development including issues related to teacher training, qualifications, licensing, and its relationship to career structure and teaching standards. In addition to this, countries demonstrated an interest in the ICT dimension of teacher education including ICT skills and pedagogies for remote and distance teaching. 

Country focal points and deputies, including both country and organisational members, will be invited to the Arab States regional workshop. Other key partners with regional remits will be consulted and invited to actively participate as they are familiar with regional policy learning needs.

For more information contact Thomas, Yael (y.thomas@unesco.org) or Algohani, Maram (m.algohani@unesco.org).

In the lead-up to the Transforming Education Summit 2022,  the first public consultation focused on the discussion paper prepared as part of the Action Track 3 on “Teachers, teaching and the teaching profession”.

Replay the consultation here.

The second consultation, on 14 June, will focus on the promising practices and potential new initiatives.

Action Track 3 is being led by representatives of two member states (Nigeria and Romania) and the International Task Force on Teachers for Education 2030 has been officially designated as the co-lead stakeholder. The work of the Action Track is being supported by the UN Support team, comprised of the International Labor Organisation (anchor), and UNESCO (alternate), UNICEF, UNHCR, UNRWA and the World Bank.

Post-Pandemic Education

How has teaching been affected?

Responses and innovations to ensure comprehensive learning in Latin America and the Caribbean

Register here.

The pandemic and school closures have resulted in an unprecedented loss of learning, which is one of the key challenges that the region is beginning to face in the short term, and which educational communities are already addressing as education systems begin to return students and teachers to schools. 

In this sense, the Knowledge and Innovation Exchange Hub of Latin America and the Caribbean - KIX LAC-, an initiative implemented by SUMMA, the first Laboratory for Research and Innovation in Education for Latin America and the Caribbean in partnership with the Organization of Eastern Caribbean States - OECS -, with the support of the Global Partnership for Education - GPE - and the International Development Research Centre - IDRC, meets with high-level professionals and/or academic experts to discuss strategies, research and innovations to address the challenges of comprehensive learning recovery from a global, regional and national perspective. 

From a global perspective, the conference will provide the perspective of the Organization for Economic Cooperation and Development (OECD) on the scenarios that are envisioned for future education, as well as concrete experiences to respond to the challenges imposed by the pandemic. This will be complemented by the work that SUMMA and OECS are carrying out in collaboration with the countries and different educational leaders in the region.

Specifically, the conference will present the progress and results of different projects implemented by non-governmental institutions that are part of the KIX ecosystem in Latin America and the Caribbean, addressing the following educational priorities: strategies to promote gender equality and prevent gender-based violence in rural schools (CLADE Network), literacy and reading supports in primary schools (World Vision Canada), distance and blended learning models (Ceibal Foundation), teacher professional development systems (SUMMA - FIT-ED), use of data to improve educational equity and inclusion (UNICEF), common scale assessment of early mathematical learning (PAL Network), peer mentoring of teachers and school leaders for equitable rural education (Education 2020 Foundation), teacher training and scalability of educational innovations (Université d'État d'Haïti).

See the agenda and more information here.

Interpretation in English, Spanish and French will be available.

The Centre for International Teacher Education (CITE) and the SARCHI Chair for Teaching and Learning are organising an International Symposium on Reimagining teachers, teaching and teacher education policy in the Global South: Current experiences and future implications.

The aim of the symposium is to:

• provide a platform for dialogue and debate about teacher education in the Global South
• consider a future teacher education agenda in and of the Global South

Speakers include:

• Prof Crain Soudien (Centre for International Teacher Education, South Africa)
• Prof Padma Sarangapani (Tata Institute of Social Sciences, India)
• Dr Yohanna William (University of Dar es Salaam, Tanzania)
• Prof John Nyambe (University of Namibia)
• Dr Kristina Stutchbury (Open University, UK)

For more information, please contact Dr Marcina Singh, singhm@cput.ac.za.

Please register here.

The Centre for International Teacher Education (CITE) and the SARCHI Chair for Teaching and Learning are organising an International Symposium on Reimagining teachers, teaching and teacher education policy in the Global South: Current experiences and future implications.

The aim of the symposium is to:

• provide a platform for dialogue and debate about teacher education in the Global South
• consider a future teacher education agenda in and of the Global South

Speakers include:

• Prof Crain Soudien (Centre for International Teacher Education, South Africa)
• Prof Padma Sarangapani (Tata Institute of Social Sciences, India)
• Dr Yohanna William (University of Dar es Salaam, Tanzania)
• Prof John Nyambe (University of Namibia)
• Dr Kristina Stutchbury (Open University, UK)

For more information, please contact Dr Marcina Singh, singhm@cput.ac.za.

Please register here.

The Centre for International Teacher Education (CITE) and the SARCHI Chair for Teaching and Learning are organising an International Symposium on Reimagining teachers, teaching and teacher education policy in the Global South: Current experiences and future implications.

The aim of the symposium is to:

• provide a platform for dialogue and debate about teacher education in the Global South
• consider a future teacher education agenda in and of the Global South

Speakers include:

• Prof Crain Soudien (Centre for International Teacher Education, South Africa)
• Prof Padma Sarangapani (Tata Institute of Social Sciences, India)
• Dr Yohanna William (University of Dar es Salaam, Tanzania)
• Prof John Nyambe (University of Namibia)
• Dr Kristina Stutchbury (Open University, UK)

For more information, please contact Dr Marcina Singh, singhm@cput.ac.za.

Please register here.