As part of its new main line of action on national and regional policy learning, The Teacher Task Force is co-organising a series of workshops for the Arab States Region with the Regional Center of Quality and Excellence in Education (RCQE) and the Arab Bureau of Education for the Gulf States (ABEGS), in cooperation with Lebanon and Hamdan Foundation. The first workshop will be held on 13 June, followed by a second workshop in October/November. Between the two workshops, additional reflection by the TTF Secretariat and the regional Steering Committee members will take place to verify assumptions and refine regional policy learning needs for the second workshop.

In particular, the workshops aim to foster exchange and discussion in support of holistic and comprehensive teacher policy development as illustrated in the Teacher Policy Development Guide (TPDG) and its nine interconnected dimensions as a framework. This workshop will focus on common policy learning need related to teacher education and professional development including issues related to teacher training, qualifications, licensing, and its relationship to career structure and teaching standards. In addition to this, countries demonstrated an interest in the ICT dimension of teacher education including ICT skills and pedagogies for remote and distance teaching. 

Country focal points and deputies, including both country and organisational members, will be invited to the Arab States regional workshop. Other key partners with regional remits will be consulted and invited to actively participate as they are familiar with regional policy learning needs.

For more information contact Thomas, Yael (y.thomas@unesco.org) or Algohani, Maram (m.algohani@unesco.org).

In the lead-up to the Transforming Education Summit 2022,  the first public consultation focused on the discussion paper prepared as part of the Action Track 3 on “Teachers, teaching and the teaching profession”.

Replay the consultation here.

The second consultation, on 14 June, will focus on the promising practices and potential new initiatives.

Action Track 3 is being led by representatives of two member states (Nigeria and Romania) and the International Task Force on Teachers for Education 2030 has been officially designated as the co-lead stakeholder. The work of the Action Track is being supported by the UN Support team, comprised of the International Labor Organisation (anchor), and UNESCO (alternate), UNICEF, UNHCR, UNRWA and the World Bank.

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.

The Centre for International Teacher Education (CITE) and the SARCHI Chair for Teaching and Learning are organising an International Symposium on Reimagining teachers, teaching and teacher education policy in the Global South: Current experiences and future implications.

The aim of the symposium is to:

• provide a platform for dialogue and debate about teacher education in the Global South
• consider a future teacher education agenda in and of the Global South

Speakers include:

• Prof Crain Soudien (Centre for International Teacher Education, South Africa)
• Prof Padma Sarangapani (Tata Institute of Social Sciences, India)
• Dr Yohanna William (University of Dar es Salaam, Tanzania)
• Prof John Nyambe (University of Namibia)
• Dr Kristina Stutchbury (Open University, UK)

For more information, please contact Dr Marcina Singh, singhm@cput.ac.za.

Please register here.

The Centre for International Teacher Education (CITE) and the SARCHI Chair for Teaching and Learning are organising an International Symposium on Reimagining teachers, teaching and teacher education policy in the Global South: Current experiences and future implications.

The aim of the symposium is to:

• provide a platform for dialogue and debate about teacher education in the Global South
• consider a future teacher education agenda in and of the Global South

Speakers include:

• Prof Crain Soudien (Centre for International Teacher Education, South Africa)
• Prof Padma Sarangapani (Tata Institute of Social Sciences, India)
• Dr Yohanna William (University of Dar es Salaam, Tanzania)
• Prof John Nyambe (University of Namibia)
• Dr Kristina Stutchbury (Open University, UK)

For more information, please contact Dr Marcina Singh, singhm@cput.ac.za.

Please register here.

The Centre for International Teacher Education (CITE) and the SARCHI Chair for Teaching and Learning are organising an International Symposium on Reimagining teachers, teaching and teacher education policy in the Global South: Current experiences and future implications.

The aim of the symposium is to:

• provide a platform for dialogue and debate about teacher education in the Global South
• consider a future teacher education agenda in and of the Global South

Speakers include:

• Prof Crain Soudien (Centre for International Teacher Education, South Africa)
• Prof Padma Sarangapani (Tata Institute of Social Sciences, India)
• Dr Yohanna William (University of Dar es Salaam, Tanzania)
• Prof John Nyambe (University of Namibia)
• Dr Kristina Stutchbury (Open University, UK)

For more information, please contact Dr Marcina Singh, singhm@cput.ac.za.

Please register here.

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