This 11th KIX EAP Webinar will cover the topic of “Building the Capacity of Teachers at Scale for Inclusive and Equitable Quality Education”.

The webinar draws upon the work done by the Teacher Professional Development at Scale (TPD@Scale) Coalition for the Global South to examine how the capacity of teachers could be built at scale for inclusive and equitable quality education. It first explains how TPD@Scale has been conceptualized based on research evidence from effective TPD and learning at scale. This conceptualization then drives the development of sustainable, inclusive, equity-focused, and large scale TPD programs at the national, provincial or district level.

By studying these programs in different countries including the Philippines, Indonesia, and India, three key insights are discussed:

1. Design for scale, localize for inclusion;
2. Match technology choice with professional learning needs; and
3. Act, evaluate, improve.

The case study of Uzbekistan will be shared to demonstrate how these three key insights and the TPD@Scale conceptualization have been adapted and localized to ensure the capacity building of teachers at scale.

Organized by NORRAG, in partnership with the Teacher Professional Development at Scale (TPD@Scale) Coalition for the Global South, the webinar will be conducted in English with interpretation into Arabic and Russian.

Time: 4:00-5:30 ET / 9:00-10:30 GMT / 10:00-11:30 CET

REGISTER

INEE’s Teachers in Crisis Contexts (TiCC) Collaborative, in partnership with the LEGO Foundation, Education International, Oxfam, UNESCO, and the International Task Force on Teachers for Education 2030, have come together to support a Call to Action to transform sector-wide support to teachers in crisis contexts.

Part of this work is to share examples of promising approaches and persistent challenges across policy, practice, and research related to four thematic areas: teacher well-being, teacher management, teacher professional development, and school leadership and governance.

To register, click the link below:
https://rescue.zoom.us/webinar/register/WN_Cq_2KwxhRuuPAqI8eWsOxw

(After registering, you will receive a confirmation email containing information about joining the web event.)

N.B. This web event will be conducted in English with closed captioning in English.

This webinar is the third in a series to contribute to a growing evidence base on how to improve the ways that we support teachers through prioritizing teacher management policies and practices (i.e., recruitment, deployment, compensation, etc.). Teacher management is key to providing quality, equitable education and improving the classroom climate for all students so children and youth are better able to learn. As our colleague Francis, a Ugandan teacher explained, “I would like to see the teachers’ working conditions improve soon. Right now there are too few teachers for the many pupils. We lack teaching resources and proper working conditions.”

In this webinar, teachers and Education in Emergencies actors working in Myanmar, East Africa, and the Middle East will share their reflections on the challenges and opportunities of teacher management policies and practices in crisis contexts. Through a moderated discussion, these actors will come together to share good practice, lessons learned, and opportunities for change to improve teacher management for teachers doing extraordinary work amidst extraordinarily challenging settings. 

If you have any questions about the web event, contact: eventseries@inee.org.

• Join via WebEx
• Register here
• Education Global Practice Homepage

Background:   

The evidence is clear: effective teacher professional development (TPD) needs to include ongoing and individualized support to teachers in order to impact teachers’ instruction, and subsequently student learning. However, what is less clear are the details of what effective coaching looks like in practice, especially in low-and-middle country settings.

To answer this question, the World Bank’s Coach program has developed the “Facilitating Effective 1-1 Support Technical Guidance Note” (and blog), which provides guidance on how pedagogical leaders can effectively carry out coaching sessions to support teacher learning and improvement. Through implementation tips, case studies, and contextual considerations for policymakers, the note demonstrates how 1-1 coaching can be adapted to a variety of educational contexts.

During the BBB, the key findings from the note will be presented by one of the Guidance Note’s authors, Tracy Wilichowski. Following the presentation, Benjamin Piper, Director of the Global Education Program at the Bill and Melinda Gates Foundation, will provide firsthand insights on some of the challenges in implementing this ongoing 1-1 teacher support at scale. Next, Kwame Akyeampong, Honorary Professor of Education at the University of Sussex, will speak to his research on teacher education in the global south and the political economy World Bank teams should consider when planning for and implementing the type of guidance provided in the note. Finally, Emily Gardner, World Bank Country Task Team Leader, will share insights on the opportunities and challenges in utilizing these findings as part of government dialogue and implementation of World Bank projects.

We encourage everyone to check out the Coach Tools and Resources currently out for public consultation. We also invite you to share your comments or questions with the team at coach@worldbank.org.

Chair: Safaa El Tayeb El-Kogali, Practice Manager, Eastern and Southern Africa, Education, World Bank

Presenter: Tracy Wilichowski, Analyst, Global Knowledge and Innovation, Education, World Bank

Discussants:

Kwame Akyeampong, Honorary Professor, School of Education and Social Work, University of Sussex

Emily Gardner, Senior Education Specialist, Africa West, Education, World Bank

Benjamin Piper, Director, Global Education Program, Bill and Melinda Gates Foundation

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The Education GP BBB Series provides a space for World Bank education staff and visiting researchers and speakers to share recent findings, innovative on-the-ground experience, and implementation challenges and successes relevant to the work of the Bank in education.

REPLAY IN ENGLISH, FRENCH AND SPANISH.

In Latin America and the Caribbean, UNESCO and Blackboard Academy, though funding and coordination by way of the German: Society for International Cooperation (GIZ) and the University of the West Indies, Caribbean Center of Educational Planning (UWI-CCEP), respectively, have joint efforts to improve teacher training in digital skills through three main components. First, in the Caribbean the project is based on a train-the-trainer model with resources to a self-sustained professional development program. The second component is in Peru, where the project aims to support the development of quality distance education for migrants and refugees, mostly from Venezuelan displaced families. The third component aims to scale up at a global level by connecting with other strategies to reinforce this programme.
 

This webinar will feature key elements of the project in the Caribbean to draw lessons from the regional experience and highlight the need and unpack the complexities of teacher training on the pedagogical use of ICTs. That experience will work as a starting point to connect the challenges of teacher training on ICTs at a global level, referencing the different needs and strategies implemented on ICTs.

Objectives:

• Showcase key lessons and opportunities from the train-the-trainers project in the Caribbean.
• Highlight the need and complexities of teacher training on the pedagogical use of ICTs drawing lessons from different experiences and the train-the-trainers project in the Caribbean.
• Explain the UNESCO ICT competency framework; exploring the 6 areas to be addressed and its different levels by emphasizing the relevance of developing ICT skills on teachers throughout their career.
• Showcase the mapping of ICT competencies offered to teachers by teacher training course elaborated by the teacher development section at UNESCO HQ.
• Share experience on teacher training on ICTs in the different countries in the Caribbean and with regional organizations such as CARICOM, Organization of Eastern Caribbean States (OECS), and explore the possible synergies with other strategies on a global level (for example from the Global Teacher Campus).
• Share experiences with Abuja office as a similar teacher training project with Blackboard is being developed.

Agenda:

Photo credit: UNESCO Kingston

REPLAY IN ENGLISH, FRENCH AND SPANISH.

In Latin America and the Caribbean, UNESCO and Blackboard Academy, though funding and coordination by way of the German: Society for International Cooperation (GIZ) and the University of the West Indies, Caribbean Center of Educational Planning (UWI-CCEP), respectively, have joint efforts to improve teacher training in digital skills through three main components. First, in the Caribbean the project is based on a train-the-trainer model with resources to a self-sustained professional development program. The second component is in Peru, where the project aims to support the development of quality distance education for migrants and refugees, mostly from Venezuelan displaced families. The third component aims to scale up at a global level by connecting with other strategies to reinforce this programme.
 

This webinar will feature key elements of the project in the Caribbean to draw lessons from the regional experience and highlight the need and unpack the complexities of teacher training on the pedagogical use of ICTs. That experience will work as a starting point to connect the challenges of teacher training on ICTs at a global level, referencing the different needs and strategies implemented on ICTs.

Objectives:

• Showcase key lessons and opportunities from the train-the-trainers project in the Caribbean.
• Highlight the need and complexities of teacher training on the pedagogical use of ICTs drawing lessons from different experiences and the train-the-trainers project in the Caribbean.
• Explain the UNESCO ICT competency framework; exploring the 6 areas to be addressed and its different levels by emphasizing the relevance of developing ICT skills on teachers throughout their career.
• Showcase the mapping of ICT competencies offered to teachers by teacher training course elaborated by the teacher development section at UNESCO HQ.
• Share experience on teacher training on ICTs in the different countries in the Caribbean and with regional organizations such as CARICOM, Organization of Eastern Caribbean States (OECS), and explore the possible synergies with other strategies on a global level (for example from the Global Teacher Campus).
• Share experiences with Abuja office as a similar teacher training project with Blackboard is being developed.

Agenda:

Photo credit: UNESCO Kingston

REPLAY IN ENGLISH, FRENCH AND SPANISH.

In Latin America and the Caribbean, UNESCO and Blackboard Academy, though funding and coordination by way of the German: Society for International Cooperation (GIZ) and the University of the West Indies, Caribbean Center of Educational Planning (UWI-CCEP), respectively, have joint efforts to improve teacher training in digital skills through three main components. First, in the Caribbean the project is based on a train-the-trainer model with resources to a self-sustained professional development program. The second component is in Peru, where the project aims to support the development of quality distance education for migrants and refugees, mostly from Venezuelan displaced families. The third component aims to scale up at a global level by connecting with other strategies to reinforce this programme.
 

This webinar will feature key elements of the project in the Caribbean to draw lessons from the regional experience and highlight the need and unpack the complexities of teacher training on the pedagogical use of ICTs. That experience will work as a starting point to connect the challenges of teacher training on ICTs at a global level, referencing the different needs and strategies implemented on ICTs.

Objectives:

• Showcase key lessons and opportunities from the train-the-trainers project in the Caribbean.
• Highlight the need and complexities of teacher training on the pedagogical use of ICTs drawing lessons from different experiences and the train-the-trainers project in the Caribbean.
• Explain the UNESCO ICT competency framework; exploring the 6 areas to be addressed and its different levels by emphasizing the relevance of developing ICT skills on teachers throughout their career.
• Showcase the mapping of ICT competencies offered to teachers by teacher training course elaborated by the teacher development section at UNESCO HQ.
• Share experience on teacher training on ICTs in the different countries in the Caribbean and with regional organizations such as CARICOM, Organization of Eastern Caribbean States (OECS), and explore the possible synergies with other strategies on a global level (for example from the Global Teacher Campus).
• Share experiences with Abuja office as a similar teacher training project with Blackboard is being developed.

Agenda:

Photo credit: UNESCO Kingston

The Inclusion and Equity Thematic Group is organising two webinars on 19 October at 8.00 am and 17 November at 12.00pm (London time) prior to the Policy Dialogue on Innovation in Teacher Policy and Practice for Educational Recovery, to collect the perspectives of stakeholders, which we will both inform the design of the workshop and provide content for sharing during the workshop. 

The Webinars and the Workshop will provide an opportunity for  stakeholders from across all UNESCO regions to share their perspectives on the following questions :

• How can teacher policies become more inclusive and equitable by embracing local innovations that meet local needs while ensuring consistency in quality?
• What steps need to be taken to enable more innovation in policy making? Who might be included in policy making processes? Whose voices count. How can we ensure that policy making process is inclusive?
• What coalitions and partnerships are needed to ensure that inclusion and equity are central to planning for innovation at different levels in education systems? What role could fund agencies, civil society organisations, teacher unions, teacher educators and other partners play in planning, promoting, supporting, and sustaining innovation?

Both webinars will last for one hour. We will present perspectives gathered during the webinars at the Policy Forum to assist policy makers understand the role of inclusion and equity in innovation in teacher policy and practice for educational recovery.

Join us here.

Meeting ID: 930 6845 0130

Passcode: 796319

For more information please contact Purna Shrestha - Purna.Shrestha@vsoint.org.

Photo: Kenya, copyright VSO/Paul Wambugu.

The Inclusion and Equity Thematic Group is organising two webinars on 19 October at 8.00 am and 17 November at 12.00pm (London time) prior to the Policy Dialogue on Innovation in Teacher Policy and Practice for Educational Recovery, to collect the perspectives of stakeholders, which we will both inform the design of the workshop and provide content for sharing during the workshop. 

The Webinars and the Workshop will provide an opportunity for  stakeholders from across all UNESCO regions to share their perspectives on the following questions :

• How can teacher policies become more inclusive and equitable by embracing local innovations that meet local needs while ensuring consistency in quality?
• What steps need to be taken to enable more innovation in policy making? Who might be included in policy making processes? Whose voices count. How can we ensure that policy making process is inclusive?
• What coalitions and partnerships are needed to ensure that inclusion and equity are central to planning for innovation at different levels in education systems? What role could fund agencies, civil society organisations, teacher unions, teacher educators and other partners play in planning, promoting, supporting, and sustaining innovation?

Both webinars will last for one hour. We will present perspectives gathered during the webinars at the Policy Forum to assist policy makers understand the role of inclusion and equity in innovation in teacher policy and practice for educational recovery.

Join us here.

Meeting ID: 930 6845 0130

Passcode: 796319

For more information please contact Purna Shrestha - Purna.Shrestha@vsoint.org.

Photo: Kenya, copyright VSO/Paul Wambugu.

The COVID-19 pandemic has taken an enormous toll on education. Beyond school closures and lost learning, countless educators, union members, and leaders of our profession have died. The losses are staggering. Every day we receive notices from around the globe of colleagues who are no longer with us.

The death of one educator is a tragedy for their family, students, and community. The death of so many educators around the world has an absolutely devastating impact on the profession and education as a whole.

Teacher memorial

In the lead up to this year’s World Teachers’ Day – October 5th, 2021 – Education International has launched a memorial website to honour and remember the colleagues we have lost - www.teachercovidmemorial.org. Please use the website to share the stories of friends, colleagues, mentors who have passed away during the pandemic. We want to remember their names and pass on their legacy.

Tribute event

This World Teachers’ Day, Education International will host a global tribute event in their honour. On October 5th we will come together to honour those we lost and who are forever present as we carry out their legacy and celebrate their life’s work, their dedication to their students, colleagues and their profession. We will commit ourselves to taking their mission forward as we organise for better working conditions and vaccine equity.

Register at www.teachercovidmemorial.org/tribute-event/ and join us on October 5th from 1 p.m. CEST. The event will feature interpretation in English, French, Spanish, Arabic, Portuguese and Russian.

REPLAY THE MEETING RECORDING.

This year’s international celebration of the World Teachers’ Day (WTD) focuses on teachers contributions in recovery processes following especially the Covid-19 crisis and its long lasting effects on education and learning in countries the world over. 

Capitalizing on the WTD 2020 celebration in the Arab Region (8 October 2020) organized by the International Task Force on Teachers for Education 2030 (TTF) and UNESCO Office in Beirut, that focused on teacher leadership, this year’s WTD celebration will tackle more specifically what changed (and what needs to change) with regard to teacher continuous professional development. Along with other measures, such as those related to salaries, working conditions and social protection, quality continuous professional development is of utmost importance in preparing and supporting teachers to be at the heart of education recovery. 

Webinar topics

The webinar guest speakers and participants are invited to focus their intervention around several questions, as follows:

• How did the Covid-19 crisis impact teachers in the Arab Region?

• What (new) needs and challenges in terms of teacher professional development have occurred/been identified?

• What are some examples of successful/effective/innovative responses in terms of teacher professional development?

• What lessons and policy recommendations can be drawn to date.

Concept Note with draft agenda

REGISTER HERE