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Event
  • 13.05.2022

2nd International KIX LAC Conference

Post-Pandemic Education

How has teaching been affected?

Responses and innovations to ensure comprehensive learning in Latin America and the Caribbean

Register here.

The pandemic and school closures have resulted in an unprecedented loss of learning, which is one of the key challenges that the region is beginning to face in the short term, and which educational communities are already addressing as education systems begin to return students and teachers to schools. 

In this sense, the Knowledge and Innovation Exchange Hub of Latin America and the Caribbean - KIX LAC-, an initiative implemented by SUMMA, the first Laboratory for Research and Innovation in Education for Latin America and the Caribbean in partnership with the Organization of Eastern Caribbean States - OECS -, with the support of the Global Partnership for Education - GPE - and the International Development Research Centre - IDRC, meets with high-level professionals and/or academic experts to discuss strategies, research and innovations to address the challenges of comprehensive learning recovery from a global, regional and national perspective. 

From a global perspective, the conference will provide the perspective of the Organization for Economic Cooperation and Development (OECD) on the scenarios that are envisioned for future education, as well as concrete experiences to respond to the challenges imposed by the pandemic. This will be complemented by the work that SUMMA and OECS are carrying out in collaboration with the countries and different educational leaders in the region.


Specifically, the conference will present the progress and results of different projects implemented by non-governmental institutions that are part of the KIX ecosystem in Latin America and the Caribbean, addressing the following educational priorities: strategies to promote gender equality and prevent gender-based violence in rural schools (CLADE Network), literacy and reading supports in primary schools (World Vision Canada), distance and blended learning models (Ceibal Foundation), teacher professional development systems (SUMMA - FIT-ED), use of data to improve educational equity and inclusion (UNICEF), common scale assessment of early mathematical learning (PAL Network), peer mentoring of teachers and school leaders for equitable rural education (Education 2020 Foundation), teacher training and scalability of educational innovations (Université d'État d'Haïti).

See the agenda and more information here.

Interpretation in English, Spanish and French will be available.

Policy brief
  • pdf
  • 04.04.2022

Why is the gender ratio of teachers imbalanced?

Women are strongly over-represented among teachers. The share of female teachers is highest in primary schools and decreases with increasing level of education. Only among tertiary teachers is the...
Blog
  • 09.03.2022

New UNICEF Innocenti blog - Can more women in school leadership improve learning outcomes?

As part of a new research initiative - Women in Learning Leadership (WiLL) -  education researchers from UNICEF Innocenti looked at the available research and data on school leadership and gender. Timed with International Women’s Day, their new blog shares how female head teachers could be an untapped opportunity to address the learning crisis, for both girls and boys. Read it here.

Photo credit: UNICEF Innocenti

Event
  • 19.10.2021

9th AFTRA Teaching and Learning Conference & 11th Rountable

Africa Federation of Teaching Regulatory Authorities (AFTRA) hereby announces its 9th International Conference & 11th Roundtable on Unpacking Teaching and Learning in Africa for Excellence.

AFTRA is the intergovernmental organisation of the Ministries of Education and National Agencies regulating Teaching in the 55 Member States of the African Union. Working with the Education Division of the African Union Commission, UNESCO-International Institute for Capacity Building in Africa (IICBA) Education International Africa Region, UNESCO Regional Offices, Teacher Task Force, Education International, and other international organisations, AFTRA serves as the hub for articulation and implementation of key policies and initiatives driving Teaching and Learning in Africa. The International Conference and Roundtable, therefore, are annual continental landmarks that draw speakers, delegates and participants from Africa and other regions of the world.

SPECIAL GUEST OF HONOUR H.E. Nana Addo Dankwa Akufo-Addo President of the Republic of Ghana

CHIEF HOST Hon. Dr. Yaw Osei Adutwum, MP. Minister of Education, Ghana

HOSTS Ministry of Education, Ghana; National Teaching Council; National Inspectorate Board; Ghana Education Service; Ghana National Association of Teachers; Coalition of Concerned Teachers; National Association of Graduate Teachers; & others.

The conference will be online and physical.

For more information, please visit: http://www.africateaching-authorities.org/

Registration link

Photo: AFTRA Conference in 2019

Event
  • 08.09.2021

Call for Materials - Resources for gender-responsive pedagogy for TVET

With the appropriate inspiration and guidance, teachers and trainers, leaders, administrators and managers and policymakers in technical and vocational education and training (TVET) can become agents of change for gender equity and equality.

Do you know of any materials that support this key personnel in ensuring gender equity and equality in the TVET space?

Relevant materials (incl. audio-visuals and multimedia) may include, but are not limited to, training materials, standards and guidelines for intervention and policymaking, tools for programming, planning and budgeting, resources for monitoring, evaluation and advocacy, case studies and best practices, technical or policy briefs, ... that have been published since 2000.

We would appreciate your support to this effort by FAWE, VVOB – education for development, and other partners to consolidate such materials into an open “GRP4TVET Resource”. The Resource will provide examples of good practice of gender-responsive pedagogy (GRP) from around the world and demonstrate how TVET can promote gender equity and equality in practical terms.

Until September 30, you can share materials below by providing a link, uploading them or giving us a reference here. The GRP4TVET Resource will be co-branded and all materials included will be properly referenced.

If you would like to receive more information on the development of the GRP4TVET resource, please contact maud.seghers@vvob.org or grace.mwaura@vvob.org.

News
  • 12.05.2021

Female science and mathematics teachers: Better than they think?

This article was first published on April 22, 2021, on the UNESCO website.

On 22 April, on the occasion of International Girls in ICT Day, the importance of engaging girls and young women all around the world to pursue careers in science, technology, engineering and mathematics (STEM) has been highlighted.

More urgently than ever before, more girls and women are needed in STEM. In over two-thirds of education systems, less than 25% of students in engineering, manufacturing, construction, or information and communication technologies (ICT) are women. Yet STEM careers are growing in demand, and needed to solve the current challenges facing the world including COVID-19, climate change and food and water security.

Considering this urgency, UNESCO and the International Association of the Evaluation of Educational Achievement (IEA) investigated how teacher self-efficacy and gender are related in mathematics and science teaching in a special issue of the IEA Compass: Briefs in Education Series.

Using data from IEA’s Trends in International Mathematics and Science Study (TIMSS) 2015, the brief explores the relationship between teachers’ gender and learners’ mathematics and science achievement and how female teachers’ self-efficacy relates to job satisfaction. The brief also discusses implications for teaching and suggests actions to address gender gaps.

Female teachers have been associated with improved educational experiences and enhanced learning outcomes for girls in some contexts. By acting as positive role models for girls, female teachers are found to effectively dispel myths about innate abilities among boys and improve girls’ perceptions, interest, and self-efficacy in STEM. Yet, the latest brief suggests that lower self-efficacy of female science and mathematics teachers may affect girls’ own self-efficacy in these subjects, and their pursuit of STEM careers.

“At my school, female teachers are well represented in STEM subjects, but I was unaware that they could experience lower self-efficacy than men”, says Tanja Neuschmidt, a mathematics and chemistry teacher at the Heinrich-Hertz-Schule in Hamburg, Germany, on her perceptions of gender in teaching.

“As a teacher, I see girls and boys demonstrating different attitudes in mathematics and chemistry subjects, with girls feeling less confident than boys in these subjects”, she said. “I did not expect that this could be linked to teachers' self-esteem.” Tanja is keen to discuss the findings of this brief with her peers to encourage more girls to build self-confidence and to value their success in STEM fields as they explore their future careers.

Read the brief for the full findings across different countries.

Photo: UNESCO/Maina WaGioko

Event
  • 15.03.2021

Gender-responsive Education Toolkit for Teachers, Teacher Educators, School Managers and Curriculum Developers in Africa

  • Background

Gender biases and stereotypes are continuously impeding girls and women to unleash their full potentials in development processes for the befit of themselves and their community at large. In education, lack of quality and relevant curriculum including gender biased teaching and learning methods, together with absence of safe learning environments are among the critical factors hindering girls from thriving to self-reliance and empowerment through education. In most African countries, these challenges are outstanding requiring concerted efforts by all stakeholders. Though there are recent developments in education systems in terms of improved gender party particularly at primary level through policy actions, there is an un met need by education professionals, including teachers to improve knowledge and skills of gender mainstreaming in day today practices of education provision, with the aim of ensuring continued and sustainable improvements on education outcomes of girls.


In support of national efforts in Africa, the UNESCO International Institute for Capacity Building in Africa (IICBA), has been providing targeted technical support for member states to improve institutional capacities on gender mainstreaming in education and teacher training. Recently, partnering with UNESCO-HNA project, IICBA has developed a publication entitled: Gender-responsive Education Toolkit for Teachers, Teacher Educators, School Managers and Curriculum Developers in Africa, to support efforts by education institutions in the continent.

This webinar introduces the toolkit to participants with presentations on content and main functions of the toolkit, including discussion on how end users are supposed to utilize the toolkit for intend education purposes. The toolkit addresses target SDG 4.5, aiming to eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable. It also supports the implementation of the AU strategy on gender equality and women’s empowerment 2018 -2028, which sets forth a plan to realize Aspiration 6 of the African Union’s Agenda 2063: “An Africa where development is people driven, relying upon the potential offered by people, especially its women and youth and caring for children.”

  • Objectives of the webinar

The main objective of this webinar is to support promotion of gender equality in education systems through the use of gender mainstreaming tools. Specific objectives include:

  1. Introduce the content and usability of the toolkit
  2. Encourage participants to indulge in continuous learning and practices
  3. Get feedback on usability of the toolkit for education purposes in accordance with its intended objectives
  • Expected outcomes

The expected outcomes of the webinar are:

  1. Knowledge and skills on using the toolkit for teaching and learning, curriculum development and teacher training.
  2. Inventories on opportunities and potential challenges in using the toolkit in Africa
  • Target audience

The Webinar is open to all education stakeholders including school leaders, teachers, teacher educators, partners in education, and education authorities at diverse levels in Africa and beyond that are interested and engaged in girls’ education.

Join the webinar here.

  • Webinar program

programme

Photo credit: Doug Linstedt/Unsplash