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Event
  • 29.07.2021

13th International Policy Dialogue Forum

This year, the 13th Policy Dialogue Forum and governance meetings of the International Task Force on Teachers for Education 2030 (TTF) will take place from 1-3 December 2021 in Kigali, Rwanda and on-line. Jointly organized by the TTF Secretariat, and the Ministry of Education of the Republic of Rwanda, the over-arching theme of this year’s policy dialogue forum is ‘Innovation in teacher policy and practice for educational recovery with particular attention to: i) innovation in teaching and learning, (ii) initial and in-service teacher education and (iii) education policy.

As the engine of improvement in education, innovation is critical for improving education quality for all learners and needs to be at the heart of education policies and policy making. The 2021 Policy Dialogue Forum will bring together education stakeholders from around the world, both in-person and on-line, to discuss the complexities of the post-COVID era and identify how to ‘build back better’ and ensure that education systems harness and expand collective capabilities for innovation. It will generate policy recommendations for ministries, civil society organisations, international organisations and donors that support teachers, school leaders, teacher educators and policy-makers.

Event
  • 29.07.2021

13th International Policy Dialogue Forum

This year, the 13th Policy Dialogue Forum and governance meetings of the International Task Force on Teachers for Education 2030 (TTF) will take place from 1-3 December 2021 in Kigali, Rwanda and on-line. Jointly organized by the TTF Secretariat, and the Ministry of Education of the Republic of Rwanda, the over-arching theme of this year’s policy dialogue forum is ‘Innovation in teacher policy and practice for educational recovery with particular attention to: i) innovation in teaching and learning, (ii) initial and in-service teacher education and (iii) education policy.

As the engine of improvement in education, innovation is critical for improving education quality for all learners and needs to be at the heart of education policies and policy making. The 2021 Policy Dialogue Forum will bring together education stakeholders from around the world, both in-person and on-line, to discuss the complexities of the post-COVID era and identify how to ‘build back better’ and ensure that education systems harness and expand collective capabilities for innovation. It will generate policy recommendations for ministries, civil society organisations, international organisations and donors that support teachers, school leaders, teacher educators and policy-makers.

Blog
  • 12.07.2024

Investing in teachers delivers positive returns for students

This blog was submitted by the GPE Secretariat in the framework of the Teacher Task Force #TeachersMissing advocacy campaign to showcase members' good practices in addressing teacher shortages worldwide.   


The shortage of teachers is a crisis undermining education systems globally. To achieve universal primary and secondary education by 2030, 44 million additional teachers are needed. This shortage impacts sub-Saharan Africa the most: on average, there are 56 students per trained teacher.

The consequences of teacher shortages include large class sizes, increased teacher workload and financial strain on school systems, which impact the quality of education.

For GPE, quality teaching is a priority and, as such, GPE aims to invest in quality teachers and teaching in all partner countries.

Continuing teachers’ professional development in Cambodia

In Cambodia, the availability of well-trained teachers remains a critical issue, and teachers have had scant opportunities for professional growth. A GPE grant funded the Ministry of Education’s reform programStrengthening Teacher Education Programs in Cambodia (STEPCam). Implemented by UNESCO, STEPCam focused on in-service training and mentoring of teachers.

Thanks to STEPCam, 4,000 primary school teachers have been trained in early-grade Khmer and 3,000 in early-grade math. In addition, over 3,000 mentors, school directors and education staff have been trained to support teachers in their professional development. “My mentor taught me the methodologies I lacked,says Chhay Kimsak, a teacher at Chambok Haer Primary School in Siem Reap. “This helps fill the gaps in my class activities.”

Upskilling primary school teachers in Punjab, Pakistan

The TALEEM program (Transformation in Access, Learning, Equity and Education Management), funded by a GPE $50.6 million grant, is helping the government of Punjab bring more children to school to receive a quality educationby giving teachers the right skills. More than 126,000 primary school teachers had received training on basic teaching skills as of January 2024.

Under TALEEM, the School Education Department set up the Integrated Management Information System (IMIS), a centralized data platform that helps the government better manage the teacher workforce, among other things. In IMIS, a school locator application helps assistant education officers easily find the schools they visit twice monthly to provide feedback to teachers, coach and mentor them, and track their progress, all of which can easily be recorded and shared via the system.

Developing early childhood education in Djibouti

GPE and partners supported the education ministry in developing a new skills framework for preschool teachersapproved in 2022accompanied by pedagogical guides that encourage learning through play. The primary and lower secondary curricula were also revised to focus on the building blocks of early literacy and numeracy, life skills, and other relevant content.

The programpartly funded by GPE and implemented in partnership with the World Bank and the Education Above All Foundationsupports 252 schools and has trained 2,000 teachers on the revised skills framework and curricula. In addition, classroom observation tools adapted from the World Bank's TEACH/COACH tool serve as a basis for the national preschool inspector and pedagogical advisors to support and monitor teachers. "Although preschool is important, specific practices for this age group are not yet common. So it is necessary to support teachers through in-person and in-classroom training," says Naglah Mohamed, National Preschool Education Inspector.

Improving teaching quality in Nigeria

Nigeria’s North East region has experienced civil armed conflict since 2009, significantly impacting education delivery. With GPE support, the government has increased the number of certified teachers and improved the quality of teaching in three states severely affected by the conflict. In 2021, GPE funding, with UNICEF as grant agent, supported a training program for 18,360 teachers in need of minimum level qualifications.

Also, in partnership with Teaching at the Right Level Africawhich groups children according to learning level rather than age or gradethe GPE-funded project provided over 3,600 teachers with professional development and mentoring to deliver remedial education to children in grades 4–6. Thanks to the project, 176,000 students from 386 schools strengthened their foundational learning skills: after 9 months, only 7% were considered beginners in English (compared to 54% at the start of the program) and 3% in mathematics (compared to 28%). These promising results have led GPE and partners to advocate for more investment to sustain and scale the program.

Increasing the number of female teachers in Yemen

Since 2015, ongoing conflict in the Republic of Yemen has disrupted learning for millions of children, but the majority of out-of-school children are girls. Girls face barriers to education such as early marriage, parental concern about long distances to schools, and unsafe schools. Also, “Most parents do not want their daughters to be taught by male teachers,” says Jawaher, a 16-year-old student at Al-Haj Naser Muthana School for Girls, AlDhale’e Governorate. There is a lack of female teachers, particularly in rural areas.

A GPE program enabled 2,162 female teachers to be hired to work in remote areas. This funding continued support to 1,600 teachers for eight years, and to almost 700 more teachers whose salaries were at risk due to the suspension of a World Bank program. In rural communities, female teachers play a key role in advocacy and outreach to families around the importance of education for girls, and GPE has pledged to support these teachers for another three years through new grants.

Photo credit: GPE/Roun Ry


The #TeachersMissing advocacy campaign is supported by:

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Event
  • 12.06.2024

The ultimate teacher wish list - #BorntoLearn 2024 Day of the African Child

Coinciding with the DOAC and the mid-point in 2024 AU Year of Education, this #BorntoLearn event aims to put support for teachers at the top of the continental agenda.

  • Date: 14 June 2024
  • Time: 3:30 pm - 4:20 pm CEST
  • Type: Virtual

Click here to register.

One in five primary school-age children in sub-Saharan Africa are out of school; their number is nearly as high as it was in 1990. Only two in three children in the region complete primary school by age 15. Among those who do, only 3 in 10 achieve the minimum proficiency level in reading, meaning that barely one in five children do so overall. 

Highlighting the need for alignment across countries’ vision on foundational literacy and numeracy with curriculum development, textbook provision, pedagogy and assessment practices, the 2024 Spotlight Report underscores the importance of teachers to bring the change we design on paper to children in the classroom. It shows the need for better teacher support, who have a wish list of ‘if only I had more…’ that goes unanswered by leaders still expecting to see change in learning on the ground. This campaign will help clear the list! 

Timed to coincide with the Day of the African Child and marking the mid-point in 2024 AU Year of Education, this online #BorntoLearn event aims to put support for teachers at the top of the continental agenda and highlight the importance of foundational learning to enable all children to reach their full potential and participate in society.

The event aims to: 

  1. Highlight the importance of ensuring every child has access to foundational learning across Africa 
  2. Spark a conversation on the way that leaders and stakeholders can better support teachers to teach national curriculum in the classroom and overcome existing challenges
  3. Provide a platform for teachers and youth representatives to share knowledge and experience in advocating for promoting foundational numeracy, address challenges and celebrate successes
  4. Highlight the Spotlight Report and its recommendations on children’s numeracy as a key tool for governments across the continent working to improve foundational learning

Featured speakers: 

  • Alice Mukashyaka, Youth representative, African Union
  • Dennis Sinyolo, Director, Education International's Africa Regional Office
  • Lindiwe Tshuma, Faculty of Humanities Teaching and Learning Unit, University of Witwatersand, Johannesburg 
  • Gamusi Tom, Teacher, Uganda
  • Lyson Chikunduzi, VVOB Zambia
  • Primary Teacher, South Africa 
  • Josephine Kiyenje, Spotlight Report Lead, GEM Report, UNESCO 

Resources