Thematic Groups

Thematic groups were created to build on the TTF members’ expertise, and support efforts to improve the status of teachers and, quality of teaching and learning. By sharing knowledge and advancing technical work on particular themes, collaboration around various national, regional and international activities is enhanced.

As the TTF increases its focus on the regional level during this Strategic Plan, it is expected that the thematic groups devote some of their work to making regionally specific and relevant contributions. These outputs will help nourish the debates and discussions of the Regional meetings of focal points on examined matters related to, for example, the use of Information and Communication Technology (ICT), hybrid teaching and learning, gender, and teachers working at other levels of education beyond K–12.

As of April 2022, the TTF has four Thematic groups, working under the coordination of the following TTF members:

  • ECCE Teachers and Facilitators led by VVOB – education for development and UNESCO.
  • Inclusion and Equity in Teacher Policies and Practices led by International Council on Education for Teaching (ICET) and Voluntary Service Overseas  (VSO).
  • ICT and Distance Education for Teacher Development - coordinators to be confirmed.
  • School Leadership led by Global School Leaders and Varkey Foundation.

 

More details about each group are below:

  • Early Childhood Care and Education Teachers and Facilitators: Advocates on issues related to early child educators and pre-primary teachers including the establishment of legal, institutional and policy frameworks to ensure that quality early childhood education (ECE) is free and accessible to all children by qualified, well-trained and supported teachers.
  • Inclusion and Equity in Teacher Policies and Practices: Draws attention to topics related to the development, implementation, and assessment of policies and practices promoting inclusion and equity for teachers across educational contexts using an intersectional lens that takes into account gender, socio-economic status, location, ability and other relevant variables.
  • Information and Communication Technology (ICT) and Distance Education for Teacher Development: Focuses efforts to support teachers acquire ICT skills; the use of ICT in the classroom to enhance educational quality and delivery; and in the use of distance education formats to strengthen pre-service, in-service and continuing professional development.
  • School Leadership: by bringing together a strong network of school principals and experts, the group focuses on understanding their main challenges related to leadership and promoting innovative solutions and opportunities, while empowering school leaders to become effective change agents. The group aims to reinforce educators’ voice within the academic and policy community as well as other interested stakeholders.

The TTF Secretariat is part of the INEE Teachers in Crisis Contexts initiative working to support teachers in crisis and emergency settings. The group discusses issues related to resourcing, training, and supporting teacher workforces in crisis and emergency situations including war, migration, natural and other disaster type contexts.