Authors: Adelle Pushparatnam, Ezequiel Molina, & Ana Teresa del Toro Mijares from the World Bank’s Teachers Thematic Group.

The COVID-19 pandemic has caused drastic disruption to education systems around the world: more than 1.6 billion children have lost months of instructional time, more than 150 million have not had any kind of in-person learning in over a year, and many children are still not back in school today. The pandemic has challenged education systems to ensure learning continuity, and reopening efforts must focus on getting students back to school as quickly as possible, and urgently reversing significant learning losses.

There will be no education recovery without teachers. Even in ordinary times, the quality of teaching that students receive is the most important driver of learning within an educational system, and the importance of teachers goes far beyond students’ cognitive achievement: research also shows that successful teachers contribute to students’ non-cognitive learning and outcomes well beyond their schooling years. The current pandemic has only reinforced the importance of teachers. In the post-pandemic period, teachers will play the most critical role in the front lines in delivering the appropriate support so that students and schools can recover as quickly and effectively as possible.

The challenges brought on by COVID-19, in addition to the global learning crisis already underway before the disruptions, necessitate strengthening teachers’ capacities to teach well and meet the new and evolving challenges our classrooms, schools and systems face today. Teachers’ jobs, already complex pre-pandemic, will only grow more challenging. As students return to school, teachers will need to employ rapid-action learning assessments and tools to track learning losses. Teachers will need to develop targeted and sequenced remedial learning plans, and strategize how to deliver these alongside the current year’s curriculum and learning. Teachers will also need to provide important social and emotional support to students. And many teachers will need to deliver this support in innovative ways, blending in-person, remote, and hybrid approaches, as the health situation continues to evolve on the ground.

Providing teachers with high-quality professional development (PD) opportunities cannot be an afterthought or an add-on: it needs to be considered as an essential funding priority for the recovery period and beyond.

Even before the pandemic, many education systems were not providing teachers with PD opportunities to strengthen their teaching practice, and what was offered was often not aligned with best practice, ultimately not effectively supporting teachers in improving their classroom teaching, and not leading to improvements in student learning. 

It is more important than ever in the recovery context that teachers not only receive PD opportunities, but that these be aligned with evidence-based principles of effective teacher PD so that they can strengthen their teaching skills, and build new skills to meet the evolving challenges on the ground. Effective in-service PD must be tailored to teachers’ needs, providing targeted support in the areas in which teachers need the most support. PD must also be practical, with active learning strategies that provide teachers with opportunities to practice new skills and receive feedback on them. It must be focused, selective and strategic in scope, with sufficient time and resources to adequately cover the content. Finally, PD must be ongoing, providing continuous support over a sustained period to ensure that new skills and knowledge are consolidated and internalized. The complexity of the new tasks that teachers will take on, the multiple demands placed on them, and the rapidly evolving context on the ground, only reinforce the importance of these principles as guidance posts in the design and development of high-quality PD to support teachers.

Ultimately, as countries around the world shift to re-opening and prepare for the difficult task of education recovery, it is teachers who will be in the front lines of this challenging effort. Ensuring adequate funding for high-quality and effective PD experiences for all teachers that support their development and success, must be a priority that goes hand-in-hand as we work on getting students and teachers back in classrooms. Ultimately, supporting teachers’ learning and capacity-building means supporting students and schools.

At the World Bank, this is the context that has motivated the development of our new program Coach. Coach aims to help countries improve and develop highly effective teacher PD systems and programs that leverage insights from the fields of adult learning and behavioral science. The Coach tools & resources have been designed to support countries along every stage of their journey in designing, implementing and evaluating high-quality and effective teacher professional development programs and systems, aligned with what we know works from research and the experience of the most successful programs in the field. Programs such as Coach that seek to build and strengthen teachers’ skills are more essential than ever to helping education systems meet today’s and tomorrow’s challenges.

To learn more about the World Bank’s work supporting teachers, please sign up for our monthly newsletter, check out our webpage, or write to us at teach@worldbank.org. 

The designations employed and the presentation of material throughout this article do not imply the expression of any opinion whatsoever on the part of UNESCO and the International Task Force on Teachers for Education 2030 concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization.

Photo credit: Dominic Chavez/World Bank

This International Day of Education, celebrated on Sunday 24 January, will recognise the inspiring collaborations around the world that have safeguarded education in times of crisis. To mark the occasion we are highlighting initiatives, partnerships and best practices to support teachers and learners.

We asked Teacher Task Force members to share their plans for 2021, a year in which it will be critical to join forces and combine resources to recover from the pandemic and move forward together in support of teachers.

At least a third of the world’s students have not been able to access remote learning during Covid-19 school closures. Students in low and lower-middle income countries lost an average of about four months of schooling, compared to six weeks in high-income countries. Recovering from this situation will present an unprecedented challenge.

However, school closures have also made people appreciate the importance of schools and the key role of teachers – not only for academic and economic reasons, but also for learners’ socio-emotional development. Covid has been a wake-up call to ensure education systems become more resilient, inclusive, flexible and sustainable. It has also shown the capacity of systems and teachers to innovate to ensure teaching and learning can continue despite challenging circumstances.

Out-of-the-box thinking

Teacher Task Force members have been sharing how initiatives demonstrated by teachers during 2020 school closures have inspired plans for 2021.

VVOB – education for development will focus in 2021 on managing further disruptions to education, remediating learning losses due to these disruptions, and building the socio-emotional wellbeing of youth. It will promote blended capacity development trajectories for teachers and school leaders that can help include those left behind, building on experiences in countries including Rwanda.

GPE’s response to the pandemic included support to distribute portable radio sets in Sierra Leone and launch of a regular educational broadcast within one week of school closures. In 2021, GPE will continue to fund training and management information systems, working with partner countries to identify challenges and find solutions.

Using radio to reach rural schools in Chile, TV in Nigeria and an enhanced online platform in Malaysia are among 50 stories in reports published by Teach For All’s global network on how teacher leadership, distance learning and the efforts of communities have helped keep children learning through the pandemic. In 2021, the network will continue its Learning Through the Crisis initiative to support the reopening of schools and creation of more resilient, sustainable education systems.

The Education Commission and the Education Development Trust, in partnership with WISE, are working with governments to fully understand the roles of school leaders and their support for teachers during school closures and reopenings of the past year. The research will be translated into a policy playbook highlighting important lessons learned and insights from several countries.

Technology for professional development

The pandemic not only shifted learning online for many students, it opened up new possibilities in using technology for teachers’ professional development. STiR Education used virtual meetings and radio to reach teachers in India and Uganda, and in 2021, they aim to embed technology more deeply into their work while ensuring that their activities are equitable for all teachers.

The Commonwealth of Learning will in 2021 develop tailored professional development courses in partnership with the UK’s Open University. It will offer courses on mobile learning and cybersecurity for teachers, as well as help teachers in various Commonwealth countries improve their skills in developing subject-specific digital resources.

The Inter-American Teacher Education Network, an initiative of the Organization of American States, creates teams of educational leaders who have worked on projects such as virtual professional development in Argentina, the Dominican Republic and Uruguay. Applications for 2021 project teams are open until February 1.

Global School Leaders created Upya, a curriculum to enable school leaders in marginalized communities to lead effectively through this pandemic.

OEI will continue its work to strengthen the capacities of teachers in the Ibero-American region, with a broad focus in 2021 on digital skills. There will be projects aimed at improving STEAM methodology, offer digital resources, and new scholarships in order to contribute to increase the doctoral formation in the region.

ProFuturo will keep offering online free training courses for teachers worldwide, while Enabel will continue teacher training in Burundi including use of information and communication technologies and rolling out online and hybrid courses in Uganda.

Meanwhile, the Center for Learning in Practice at the Carey Institute for Global Good is working virtually with stakeholders, including teachers, to co-develop teacher professional learning materials. As a result, they will provide quality holistic on-line learning in displacement contexts across the Middle East, East Africa, and Central/West Africa.

Whilst digital will be central to future education systems, hands-on face-to-face learning will still be important. The LEGO Foundation will continue to support partners in Bangladesh, Ghana, Kenya, Rwanda and Vietnam who are providing play-based teacher professional development that will reach up to 65,000 teachers in 2021.

Supporting education systems in every setting

Many Teacher Task Force members work with governments to support strengthening and managing system efficiencies and the overall performance of the sector.

In Burkina Faso, UNESCO's International Institute for Educational Planning (IIEP) is supporting the government to improve its human resources management and related budgeting in education. IIEP, together with the Education Development Trust, is exploring the role of “instructional leaders”, who support teachers to develop their skills without a formal role in assessment and will publish research in 2021 including case studies from Wales, India, Shanghai, Jordan, Rwanda and Kenya.

The Institute’s first ever Hackathon in January 2021 will include addressing challenges to improve the deployment of teachers, reducing disparities between a country’s regions, and identifying ghost teachers – who can cost up to 20% of the education budget in some countries. Lastly, IIEP plans to publish research in 2021 on teacher management in refugee settings in Jordan and Kenya.

Priorities for Education International in 2021 include calling for teachers and education staff to be considered a priority group in global vaccination efforts, and promoting a Global Framework of Professional Teaching Standards developed with UNESCO.

Building on the fact that the best-performing countries in the pandemic were those that engaged in meaningful dialogue with education unions, Education International calls for the dialogue to continue on issues such as the use of technology in education, investment in the workforce, professional development, decent working conditions, and respect for teachers’ professional autonomy.

Working together for teachers

2020 was an unprecedented year across every sector. In education, it shone a light, not only on the systemic gaps and challenges witnessed across the world, but also on the mitigating responses developed organically by teachers. It also saw emergency measures developed and implemented by education stakeholders at different levels, governments and the international development community.

While 2020 accelerated innovation in education and the process to reimagine its future delivery, efforts in 2021 will build on this to reposition and strengthen teachers’ roles in building more resilient systems of education in a post-covid-19 context. The members of the Teacher Task Force aim to be a driving force in this work.

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Photo caption: A math teacher in Cambodia. Credit: VVOB – education for development  

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.