UNESCO and all Partner Organizations of the Norwegian Teacher Initiative (NTI) are pleased to invite you to the NTI Final Forum. Within four sessions, we will celebrate, share, and discuss main achievements and lessons learned within the framework of NTI.
To register, click on the links provided:
Session 1 (21 October, 13:30-15:00 CEST): Looking back – what has been achieved under NTI?
Registration: https://unesco-org.zoom.us/meeting/register/tJYkcu-oqDsvHdw-caV9EbTjJe-4nN43HKHD
Session 2 (21 October, 15:30-17:00 CEST): Social dialogue in education – Considerations for teacher policy development and implementation
Registration: https://unesco-org.zoom.us/meeting/register/tJMod-GspjgiH9wxB22h1tC3Wo6BgsYYP1Tl
Session 3 (22 October, 13:30-15:30 CEST): Looking forward – NTI Exit Strategies
Registration: https://unesco-org.zoom.us/meeting/register/tJ0qf-quqTguE9aPh5tTnDmBxEyPHfLSuT8d
Session 4 (22 October, 16:00-17:30 CEST): NTI Final Steering Committee Meeting (closed session for NTI Steering Committee members only)
After registering, you will receive a confirmation email containing information for joining the session.
During the session, simultaneous interpretation will be provided in English and French. Please find further information about the event in the concept note attached to this mail.
The initiative Strengthening Multi-Partner Cooperation to Support Teacher Policy and Improve Learning, also known as the Norwegian Teacher Initiative (NTI), set-up in 2017, aims at supporting countries in developing their teacher policy while reinforcing the coordination among key international organizations and national actors working on teacher matters thereby bringing more coordinated support to countries. UNESCO, the overall coordinator of NTI, joined forces with seven key education partners: Education International (EI), the Global Partnership for Education (GPE), the International Labour Organization (ILO), UNHCR, UNICEF, the World Bank, and the International Task Force on Teachers for Education 2030 (TTF) supporting the Governments of Burkina Faso, Ghana, Malawi and Uganda. While Burkina Faso, Ghana and Malawi have been developing a national teacher policy under NTI, Uganda’s focus has been on planning and starting the implementation of its national teacher policy.
In addition to developing and initiating the implementation of their national teacher policy, all countries have achieved important results. One of the key innovations of NTI has been the active involvement of teacher unions in teacher policy development processes and the strengthening of their capacities in this area.
If you have any questions about the NTI Final Forum, please contact sm.richter@unesco.org.
Photo credit: Christiaan Triebert-Shutterstock.com
UNESCO and all Partner Organizations of the Norwegian Teacher Initiative (NTI) are pleased to invite you to the NTI Final Forum. Within four sessions, we will celebrate, share, and discuss main achievements and lessons learned within the framework of NTI.
To register, click on the links provided:
Session 1 (21 October, 13:30-15:00 CEST): Looking back – what has been achieved under NTI?
Registration: https://unesco-org.zoom.us/meeting/register/tJYkcu-oqDsvHdw-caV9EbTjJe-4nN43HKHD
Session 2 (21 October, 15:30-17:00 CEST): Social dialogue in education – Considerations for teacher policy development and implementation
Registration: https://unesco-org.zoom.us/meeting/register/tJMod-GspjgiH9wxB22h1tC3Wo6BgsYYP1Tl
Session 3 (22 October, 13:30-15:30 CEST): Looking forward – NTI Exit Strategies
Registration: https://unesco-org.zoom.us/meeting/register/tJ0qf-quqTguE9aPh5tTnDmBxEyPHfLSuT8d
Session 4 (22 October, 16:00-17:30 CEST): NTI Final Steering Committee Meeting (closed session for NTI Steering Committee members only)
After registering, you will receive a confirmation email containing information for joining the session.
During the session, simultaneous interpretation will be provided in English and French. Please find further information about the event in the concept note attached to this mail.
The initiative Strengthening Multi-Partner Cooperation to Support Teacher Policy and Improve Learning, also known as the Norwegian Teacher Initiative (NTI), set-up in 2017, aims at supporting countries in developing their teacher policy while reinforcing the coordination among key international organizations and national actors working on teacher matters thereby bringing more coordinated support to countries. UNESCO, the overall coordinator of NTI, joined forces with seven key education partners: Education International (EI), the Global Partnership for Education (GPE), the International Labour Organization (ILO), UNHCR, UNICEF, the World Bank, and the International Task Force on Teachers for Education 2030 (TTF) supporting the Governments of Burkina Faso, Ghana, Malawi and Uganda. While Burkina Faso, Ghana and Malawi have been developing a national teacher policy under NTI, Uganda’s focus has been on planning and starting the implementation of its national teacher policy.
In addition to developing and initiating the implementation of their national teacher policy, all countries have achieved important results. One of the key innovations of NTI has been the active involvement of teacher unions in teacher policy development processes and the strengthening of their capacities in this area.
If you have any questions about the NTI Final Forum, please contact sm.richter@unesco.org.
Photo credit: Christiaan Triebert-Shutterstock.com
Research shows that teachers and educators are the cornerstone of quality early childhood care and education (ECCE). Good teacher training and support, recognition and working conditions are proven to have positive impact on their capacity, motivation and practice with young children, and therefore constitute a critical policy issue.
The recently released UNESCO report Survey of teachers in pre-primary education (STEPP): lessons from the implementation of the pilot study and field trial of international survey instruments documents the achievements and lessons learned from the first phase of the STEPP project.
STEPP is a first international survey for low- and middle-income countries, aligned with the OECD Starting Strong Teaching and Learning International Survey (TALIS) targeting higher income countries. Launched in 2016, STEPP is an OECD-UNESCO joint initiative that supports the implementation of Sustainable Development Goal (SDG) target 4.2 on early childhood care and education (ECCE). The project has benefited from funding support from the Hamdan Bin Rashid Al Maktoum Foundation for Distinguished Academic Performance.
The survey collects data and information from teachers, educators and directors working in ECCE centres regarding the training, learning environment, pedagogical and professional practices and working conditions. It seeks to generate a better understanding of the situations and needs of pre-primary education personnel and to identify strengths and opportunities for improvement, which will inform policy discussions and measures to strengthen the quality of pre-primary teachers’ work.
This publication presents the achievements and lessons learned from the first phase of the STEPP project during which the STEPP instruments were developed and tested through the Pilot Study and Field Trial. It highlights the experiences of the Dominican Republic, Ghana, Indonesia, Namibia, the Philippines, Togo and Viet Nam in participating in every step of the instrument development, made possible through an effective mobilization of country expertise and resources. The knowledge and experience gained through this phase of the project acts as a building block, generating positive outcomes and constructive commentary that will feed into the design and methodology for the main survey, to be implemented in the second phase of the project.
Quality ECCE personnel is key to building strong foundations for lifelong learning in young children. UNESCO invites all partners to join efforts in increasing investments in strengthening the training and support for these critical professionals.