According to the UNESCO Institute of Statistics, 258 million children and youth are not in school. More worrisome is that over 600 million children and adolescents who are enrolled in school are not learning the basics. In both cases, children are being denied their right to a quality education.

To remedy this learning crisis, the world needs new teachers - about 69 million more if we are to meet our commitments before 2030.

This is why the chosen theme for World Teachers’ Day 2019 is “Young teachers: the future of the profession”. Beyond being a celebration of those who have dedicated their lives to transmitting knowledge and shaping minds, World Teachers’ Day is also the occasion to shine a light on important issues that are affecting the profession and keep teachers at the forefront of the global education agenda.

Wanted: young teachers

The number of trained teachers has decreased since 2013. Using national definitions, the 2019 Global Education Monitoring Report estimated that only 85% of teachers were trained in 2017. This represents a 1.5 percentage point decrease.

The OECD’s 2019 Education at a Glance report gives us a snapshot of the situation. Young teachers, defined as those under 30 years old, make up only 25% of the teaching workforce across all levels of education in OECD surveyed countries.

In France, the proportion of young teachers from primary to upper secondary was 11% in 2017. In the Republic of Korea, they represented 14% of the teaching workforce. Chile is one of the countries with the highest average of young teachers with them representing 21% of the workforce.

It gets even bleaker when we look at it by levels of education. In 2017, there were only 13% of teachers aged 30 and under in primary education and only 11% in lower secondary education. This proportion gets even lower in upper secondary education with 8% of teachers in that age group.

In Sub-Saharan Africa, the percentage of newly recruited teachers is still low in most countries, especially for primary education, according to the latest available data. In Benin, the percentage of teachers who were newly recruited was 12% at primary level. Out of those newly recruited teachers, only half were trained according to nationally defined standards.

In South Africa the percentage of newly recruited teachers at primary level was 8%, and 91% of them were trained according to national standards. In Cote d’Ivoire, the percentage of newly recruited teachers for primary education was 13% and 99% of them were trained according to national standards.

More alarming is the low ratio of teacher training graduates to teachers in Sub-Saharan Africa. In Kenya, that ratio was 4.0, in Senegal it was 3.7, while in Tanzania it was 12.2.

What we can deduct from these numbers is that worldwide, young people are not joining the profession at high enough rates.

Attractiveness of the Teaching Profession to Young People Figure 1 Source: EI, The Global Status of Teachers and the Teaching Profession, 2018 p.27

Why so unattractive?

Teachers were once highly respected professionals that often served as inspirational role models for young people. Take Miss Honey, Mathilda’s teacher from Roald Dahl’s eponym book, or John Keating, the fictitious English teacher from Dead Poet Society, or even Professor Dumbledore from the Harry Potter series. All these teachers have inspired respect, gratitude and even love to hordes of readers and viewers.

However, it is much different for teachers these days. Teaching is more often than not described as a hard, thankless profession, exercised in difficult working conditions. It is no longer viewed as a profession of choice. In Tanzania, for instance, the teaching profession is no longer perceived by young people as being a respectful profession but as the last recourse for those who did not perform well in national exams.

In their updated The Future of the Teaching Profession report, Education International highlights the fact that early career teachers sometimes find their initial encounters with a class a daunting experience.

They even list concerns that worried student teachers the most:

• Discipline and classroom management,
• Personal and institutional adjustments,
• Teaching methods and strategies, and
• Working with special needs students.

A survey conducted in the United Kingdom by the National Union of Teachers in 2017, found that half of the respondent teachers aged under 35 expected to leave the profession within the next five years because of the demanding workload.

So why would a young person decide on pursuing this career when they have so many other choices today?

What can we do?

A first easy step to improving the attractiveness of the teaching profession would be through the development and implementation of holistic national teacher policies.

The Teacher Task Force, in its Teacher Policy Development Guide, recommends that properly mapped out career paths, good working conditions and appropriate rewards and remuneration need to be considered as measures to motivate and retain teachers in the profession and included in all teacher policies. The United Kingdom is already looking at elevating young teachers’ starting salary as a mean to increase recruitment rates.

Benin has also just launched a 9-month long deployment contract for young teacher trainees, which features a fixed salary and housing allowance directly wired to their bank account as well as health care.

It has also been acknowledged by research that lessening the workload of young teachers can help them cope with the demands of the profession. In Kazakhstan, new teachers work four hours a week less than experienced teachers do.

As young teachers often cite unpreparedness when arriving in front of a class, we recommend that, beyond initial teacher education, teacher policies include a provision for an induction period, providing young teachers with in-school support in the form of mentors and peer networks.

According to the TALIS 2018 Results, 77% of school leaders who responded to the survey agreed that mentoring is of high importance when it comes to supporting young teachers. In Singapore, more than 50% of novice teachers have an assigned mentor.

So on World Teachers’ Day 2019, we would like to remind the international community that if we do not find solutions to attract young bright minds into the profession, we will fail to bridge the “teacher gap” and fall short of achieving the commitment to quality education set out in the Sustainable Development Goals.

Join our panel discussion

Held annually on October 5 since 1994, World Teachers’ Day commemorates the anniversary of the adoption of the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers. This Recommendation sets benchmarks regarding the rights and responsibilities of teachers and standards for their initial preparation and further education, recruitment, employment, and teaching and learning conditions.

This year, UNESCO is holding panel discussions on Monday, October 7 at its headquarters in Paris, France. The debates will convene student teachers, young teachers, teacher trainers, academics and youth representatives to try and identify solutions to attract and retain young people in the teaching profession.

This blog was originally published on the Global Partnership for Education's Education for All blog on the occasion of World Teachers' Day 2019. The Global Partnership for Education is a member of the Teacher Task Force and sits on its Steering Committee.

What better occasion than World Youth Skills Day to celebrate Technical and Vocational Education and Training (TVET) teachers?

With this year’s theme being “learning to learn for life and work”, focusing on TVET teachers is more relevant than ever as they are tasked with preparing youth with relevant skills for employment, decent jobs, entrepreneurship and active citizenship. TVET teachers also have a special role in achieving targets 4.4. and 4.7. of SDG 4. Just like teachers at other levels of education they deserve initial teacher training and continuous professional development of outstanding quality (TTF, 2018).

Diverse TVET workforce, diverse professional development needs

The TVET workforce is complex. It includes a range of roles, going from core subject teachers who teach mathematics, science, languages, humanities etc. to students regardless of the technical specialisation of the TVET programme, to technical teachers who teach the theory of technical subjects in many different specialisations, and practical teachers who are responsible for applied training in workshops and labs, using tools, equipment and machines relevant to various occupational domains.

While they may share the common objective of preparing youth for work and life, their functions, pathways into the profession, working conditions and salaries vary significantly. So do their needs for professional development. As diverse as they are, these needs must be addressed because effective interaction between TVET teachers and students lies at the heart of quality technical and vocational education and training. Indeed, an overall improvement in skills for employability and citizenship can only be realised if there is an improvement in the quality, effectiveness and relevance of teaching and, by extension, in the quality, effectiveness and relevance of TVET teacher professional development systems (ILO, 2015).

That is why Teacher Task Force member VVOB – education for development is currently strengthening TVET teacher professional development in the Democratic Republic of the Congo (DRC), Ecuador, Suriname and Uganda. VVOB Technical Brief #4, “Enhancing adolescent wellbeing, learning and opportunities”, showcases our work in each of these countries, plus Cambodia and Rwanda where VVOB focuses on general secondary education.

Improving TVET teacher qualifications

Increasing the supply of well-qualified TVET teachers is key to achieving SDG 4. It is encouraging, therefore, that the Ministries of Education of Ecuador, Suriname and, recently, Uganda have favoured the improvement of TVET teacher qualifications as an area of cooperation with VVOB.

In Ecuador, the Ministry of Education not long ago introduced a career ladder that links teacher qualifications to salary grade progression and career progression opportunities (IDB PREAL, 2017; UNESCO IIEP, 2017). Naturally, this increased the demand for teacher professional development, also among TVET teachers, many of whom have (technical) skills qualifications, but no pedagogical degree. The challenge? None of the existing teacher training institutions offered programmes specifically tailored to TVET teachers.

To address that gap in the TVET teacher support system, VVOB partnered with the Universidad Nacional de Educación (UNAE) in 2014, and the Pontificia Universidad Católica del Ecuador (PUCE) and the Universidad Técnica de Manabí (UTM) in 2017 (Vanwildemeersch et al., 2016). The objective was to establish a pedagogical posgrado programme for TVET teachers in line with the accreditation requirements of the Council for Higher Education. The UNAE, in the meantime, has enrolled its first cohort, and as many of them are practicing teachers, we expect to see school-level quality improvements soon.

In Suriname, too, the majority of student teachers enrolled at the national TVET teacher training college Lerarenopleiding Beroepsonderwijs (LOBO) are already in service. The coursework aims to strengthen technical skills in various specialisations as well as develop TVET teachers’ pedagogical and didactic competencies. To equip student teachers with skills that match evolving industry needs, LOBO brings in company experts as part-time teacher trainers for practical courses.

It is proving more difficult, however, to make sure that LOBO graduates apply methods of instruction that also match the needs of the particularly vulnerable student population in lower secondary vocational education and training (lager beroepsonderwijs, LBO). Even qualified TVET teachers would find it difficult to actively engage students in learning and address what they see as adolescents’ ‘problem behaviour’. LOBO had not properly familiarised them with student-centered instructional methods or with tools to create a classroom atmosphere that motivates students and enhances their learning and wellbeing.

VVOB is now supporting LOBO in a curriculum reform process to improve these aspects of Suriname’s TVET teacher qualifications. LOBO’s teacher trainers are collaborating in curriculum design teams coached by VVOB – a way of working that is proving to positively affect both the professional development of LOBO staff as well as the implementation of the curriculum innovation (Voogt et al., 2016).

Increasing the supply of well-qualified TVET teachers requires deep change and quality improvement at the level of teacher training institutions. If the goal is to prepare youth with relevant skills for employment, decent jobs, entrepreneurship and active citizenship, it is crucial to involve TVET teacher trainers as key stakeholders.

Relevant continuous professional development

In many ways TVET teachers’ need for continuous professional development (CPD) is no different from that of their colleagues at other levels of the education system. CPD is best when there is an intentional focus on discipline-specific curriculum development and pedagogies; models of effective practice are used; coaches and expert support are available to offer feedback and stimulate reflection; and when teachers are directly involved in designing and trying out new teaching strategies and given ample opportunity to share ideas and collaborate in their learning, preferably in a sustained manner and in job-embedded contexts (Darling-Hammond et al., 2017).

What is more unique about effective CPD for TVET teachers, is the importance of setting up close linkages with local industry and services to make sure that teachers stay aware of the evolving needs of the world of work. VVOB is piloting different ways of doing so in Ecuador and the DRC.

In the DRC, the focus of VVOB’s work is on strengthening entrepreneurship education in the secondary agricultural technical schools of Bas-Fleuve, Cataractes and Lukaya, three educational provinces in the west of the country. Though there are some large agribusinesses in the area, most of the economy here is informal and agricultural activity is mostly small-scale subsistence farming.

Together with the specialized teams of the Inspecteur Principal Provincial (IPP), VVOB is introducing new modalities for the continuous professional development of the agricultural TVET teachers who give technical, practical and entrepreneurship courses. The purpose is to complement the short trainings traditionally provided by the IPP with CPD that is more practice-oriented and that puts TVET teachers in direct contact with relevant actors in the rural economy. School leaders and teachers at selected pilot schools created a map of the surrounding economy and identified pockets of expertise that can help to improve the delivery of agri-entrepreneurship education.

Admittedly, in the given context it is difficult to establish long-term partnerships with industry. To see quick effects, it is key to opt for low-threshold approaches, such as study visits to nearby agri-businesses and motivational talks or round tables with agri-entrepreneurs or key representatives of farmers’ groups and associations. Even such loose forms of social dialogue are very valuable, as long as the focus remains on specific content relevant to the curriculum and teachers are also given time and space to reflect on new insights together. That is why VVOB also supports schools in the establishment of so-called unités d’action pédagogique for agri-entrepreneurship education – school-based professional learning communities where TVET teachers collaborate to mainstream entrepreneurship education across their courses.

In more mature economies, such as Ecuador, the potential for consultation between TVET and industry is far greater. But here, too, the importance of building trust between the supply and the demand side of skilling cannot be underestimated.

Observations from industry about the depth of skills mismatch can be quite uncomfortable for those working in TVET and they may not be very helpful for TVET teachers working in under-resourced schools with limited support systems.

To build linkages and trust, the Ministry of Education and VVOB are testing a model for structured dialogue and collaboration between clusters of TVET schools that offer the same specialisation – e.g. agriculture, construction, tourism, electrical installations, … -- and industry partners. For now, the roll-out is taking place in Canton Quito and the provinces of Esmeraldas, Manabí and Santo Domingo de los Tsáchilas. The shared goal is to align skills supply and demand, so that the productive sector can rely on a well-trained entry level workforce. Collaboration can revolve around internships for students, updating of teaching materials, and do so. Specifically for TVET teachers, access to discipline-specific technical upskilling provided by industry is an important gain.

VVOB and the Ministry have, for instance, negotiated teacher training from CAPACITUR, a tourism industry centre of expertise, IdealAlambrec Bekaert, a construction company, and Schneider Electric, which provided training to teachers in electrical installations and urban electrification.

The big plus? Industry provides TVET teachers with an opportunity to engage in competency-based learning, the same style of learning that teachers are designing for their students. If it can build on quality initial training, this is the kind of CPD that will prepare the TVET workforce of the future.

This blog was written in the framework of World Youth Skills Day (WYSD) 2019’s theme “Learning to learn for life and work”. WYSD highlights the importance of Technical and Vocational Education and Training (TVET) in providing youth with the opportunities to develop their competencies and accelerate their transition to work.

VVOB - education for development is a member of the Teacher Task Force and currently sits on its Steering Committee as a representative of the International NGOs and CSOs constituency.

By substantially increasing the supply of qualified teachers (Target 4.C), governments and development partners all over the world aim to reach Sustainable Development Goal 4 (SDG4) and ensure that by 2030 all learners have access to inclusive and equitable quality education. But what it means to be a qualified teacher varies per country.

Filling that void, VVOB’s efforts in teacher professional development are geared towards training teachers who (1) ensure that all learners acquire a critical level of competences, (2) create a safe and supportive learning environment for all, (3) use contextually relevant, inclusive instructional and assessment strategies, and (4) actively engage in learning with colleagues.

In many countries around the world, disadvantaged and vulnerable learners, who can benefit most from quality education, learn least. The challenges they face in school are manifold – social-emotional problems, bullying, difficulties in performing at grade level or accumulated completion delays. Equitable and inclusive quality education means that learners’ personal and social circumstances do not form barriers to learning. But how to prepare teachers for this responsibility? VVOB – education for development supports teacher professional development in Belgium, Cambodia, DR Congo, Ecuador, Rwanda, South Africa, Suriname, Uganda, Vietnam and Zambia. VVOB works hand in hand with Ministries of Education to strengthen the institutions tasked with teachers’ initial training and continued professional development, and those responsible for the mentoring and coaching of new teachers.

Challenging norms and expectations

Learners’ wellbeing is an important indicator of their school performance. Many issues negatively affecting learners’ wellbeing are strongly related to societal roles, norms and expectations. Persisting traditional gender norms in Cambodia, for instance, continue to prioritise sons over daughters in education. And, in Ecuador and Suriname, a high proportion of adolescent girls are suspended from school because of adolescent pregnancies.

As role models, teachers have an impact on group norms and self-expectations that can make or break opportunities for their learners. VVOB raises awareness among teachers of the detrimental effects of biases and discrimination, and provides tools to create safe and supportive learning environments that consider learners’ wellbeing, help to keep them in school and ensure that they – and their peers – are effectively learning. In Cambodia, VVOB has developed an action guide and self-assessment tool to support teachers to teach in an equitable and gender-responsive manner. In Ecuador, teachers receive training to apply a protocol helping pregnant and parenting teens to stay in school; while teachers in Suriname experiment with the Flag System – an evidence-based tool developed by the Flemish member of the International Planned Parenthood Federation – to respond to unacceptable sexual behavior in a pedagogically responsible way.

Focus on classroom strategies

In South Africa, there is a significant learning gap between the poorest 60 per cent of learners and the wealthiest 20 per cent that widens throughout their school career. The country adopted a promising policy to screen, identify, assess, and support learners facing systemic, extrinsic or intrinsic barriers to learning. Yet, many teachers don’t know how to translate the policy into practice. Applying a two-track approach, VVOB supports South African primary school teachers to overcome the challenges disadvantaged pupils face by providing differentiated education. In pre-service training, we work together with leading teacher training institutes to embed inclusive teaching practices in education methodology modules. Once in service, we support newly qualified teachers to put what they have learnt into practice through in-school mentoring. To deepen learning, we have also set up Professional Learning Communities (PLC). In Free State, teachers discuss how to support learners speaking African languages at home to overcome mother tongue influence in the country’s English-dominated school environment. By actively engaging in learning with peers, teachers collaboratively gain the necessary reflective, social, and emotional skills to effectively teach for all.

Since teachers are unlikely to change their practices in an antagonistic school environment, VVOB is also committed to the professional development of school leaders to help them create an environment in which teachers provide equitable and inclusive quality education. In Rwanda, for instance, VVOB offers school leaders the opportunity to enroll in the diploma course on Effective School Leadership. Among other things, they learn how to create equitable and inclusive school environments, as well as how to lead school-based professional development for teachers. Together with the University of Rwanda College of Education and Rwanda Education Board, VVOB also offers a certificate course on coaching and mentoring to local education officers so the latter can support school leaders in turn.

The vision of a more equitable education system requires teachers equipped with the competences needed to meet the diverse needs of all learners; VVOB and its partners are happy to share further ideas and inspiration at the European Development Days to continue the journey to provide quality education for all learners.

This blog was written by an invited expert in the framework of the Teacher Task Force’s participation in the European Development Days.

Dr Line Kuppens provides support to VVOB interventions on teacher development for equitable and inclusive education in in two continents. She conducts research on teachers’ values for multicultural education. VVOB - education for development is a member of the Teacher Task Force and currently sits on its Steering Committee as a representative of the International NGOs and CSOs constituency. 

Achieving inclusive and equitable education is the first step in developing a culture of peace and prosperity and a world that leaves no one behind. However, what is inclusive and equitable education and how do we achieve social justice through transformative education? 

Defining inclusive and equitable education

Education is a human right, as indicated in the Universal Declaration of Human Rights. For education to be truly inclusive, all learners must be welcomed into the learning environment and become a valued member of the learning community within all educational settings. They must be integrated into the learning community through culturally responsive and culturally competent processes that ensure that all voices are heard and valued.

Equitable education goes beyond providing the same education to all learners. It means providing education that meets their specific needs and ensures all leaners excel and contribute to the well being of the community. Moving beyond inclusive education to inclusive and equitable education means meeting the needs of all learners, and using a strength-based assessment of skills, competencies, knowledge and needs to support individuals to achieve healthy, prosperous and peaceful lives.

How to train teachers and school leaders?

School leaders and teachers are the foundation of inclusive and equitable education. Teaching skills and content knowledge are extremely important in the development of inclusive and equitable education, however without the dispositions that support inclusive and equitable education it is highly unlikely that social justice will be achieved within schools/learning communities. What we call dispositions are the attitudes, beliefs and values held by individuals. In short, no matter how skilled and knowledgeable a teacher or school administrator is, if they are a racist, sexist or a bigot it is highly unlikely they will develop an inclusive and equitable learning environment that promotes social justice and the development of peace and prosperity. Through research, six key dispositions that underpin inclusive and equitable education that should be cultivated and nurtured in teacher education programmes were identified. 

The six dispositions are:

• Psychosociocultural consciousness: Knowledgeable about how sociocultural structures impact individual experiences, opportunities and characteristics.
• High expectations: Respect students of all backgrounds and believe that all students can excel and thrive.
• Desire to improve lives: See themselves as competent agents of improvement and equity.
• Social Constructivist approach: Understand that knowledge is situated and constructed through experiences, interactions, interpretations and reflection.
• Holistic Knowledge of every student: Know the lived experiences, background and family of every student; know where they are, next steps and best way to support their holistic learning and development.Culturally Competent: Develop teaching practices that are rooted in the Universal Designed Learning (UDL) opportunities based on students’ Zone of Actual Development, understand each child’s Zone of Proximal Development and level of Typical Intellectual Engagement.

University based teacher education and training programmes should ensure that teaching students and future school administrators possess these dispositions before obtaining their degrees/licenses. These programmes (for pre-service and in-service teachers and school administrators) must be transformative and focus on cultivating and nurturing the skills, competencies and dispositions required for inclusive and equitable education.

Teachers who possess these six dispositions, will be better place to implement inclusive and equitable education and lay the foundations for the future we want: a world that values all members of our communities and strives for peace and prosperity for all.

This blog was written by an invited expert in the framework of the Teacher Task Force’s participation in the European Development Days.

Robert White is a Professor with 25 years of experience as an educator. His work focuses on teacher education, school reform and culturally competent educational services to achieve inclusive and equitable education. He is the coordinator of the Teacher Task Force's Thematic Group on Inclusion and equity in teacher policies and practices.