Call for case studies on rural teacher policy and practice

 

Organizers

• International Task Force on Teachers for Education 2030 (TTF)
• UNESCO International Research and Training Centre for Rural Education (INRULED)

 

Background

UNESCO INRULED and TTF are jointly developing a new module for the Teacher Policy Development Guide (TPDG) focusing on rural teachers. The TPDG module on rural teachers will be an independent module, elaborating on the nine dimensions of the TPDG to suit rural contexts. This new module on rural teachers emphasizes equity and social justice, extending its focus beyond rurality to tackle the broader issues of marginality and inequity that exist in society.

 

Aim & objectives

To provide national policymakers and practitioners with a guide to develop effective policies and practices that ensure the presence of quality, qualified, and motivated teachers in rural areas, promoting equitable and high-quality learning for all students, particularly marginalized ones.

Specific Objectives:

1. Enhance Understanding: Improve policymakers’ and practitioners’ knowledge of rural teacher policy development.
2. Identify Challenges: Highlight the specific challenges faced by teachers in rural settings.
3. Provide Recommendations: Offer evidence-based recommendations and suggestions for policy improvements to address the identified challenges.

 

Call for case studies

We invite submissions of case studies that highlight innovative solutions in supporting rural teachers and education. The rural TPDG will compile global case studies showcasing effective rural teacher policies, interventions and strategies, along with their implementation. By incorporating these successful initiatives, the guide aims to provide policymakers, practitioners and researchers with actionable strategies to support rural teachers and enhance rural education systems, ultimately ensuring equitable and quality education for all.

 

Types of case studies

There are three types of case studies which are welcomed as below:

• Individual Country Case Studies

These studies offer a comprehensive analysis of a single country. They focus on specific issues, policies, and practices related to rural development within that country.

• Regional Case Studies

These studies investigate a group of countries within a defined geographic region. Examples of such regions include South-West Asia, East Asia, Sahel Countries, West Africa, and Lusophone Africa.

• Regional Case Studies with Selected Country Exemplars

These studies combine a regional overview with detailed analyses of one or two specific countries within that region, providing insights into regional trends while highlighting illustrative examples from the chosen countries.

The selection of regions or countries will focus on those experiencing significant challenges or demonstrating exemplary practices in providing qualified and motivated teachers in rural contexts. Case studies specifically addressing conflict and post-conflict situations in rural regions are particularly encouraged.

 

Dimensions of rural teacher policy

Authors can focus on one or several of the following dimensions:

• Teacher Recruitment and Retention

This dimension addresses the recruitment and retention of teachers in rural areas, focusing on issues such as high turnover rates, teacher shortages, absenteeism, small teacher-to-school ratios, the prevalence of multi-grade classrooms, and limited resources.

• Initial Teacher Education

This dimension focuses on the initial preparation of teachers (pre-service education), particularly for those working in rural areas. It covers the content and pedagogical knowledge (CK & PCK) teachers must acquire, the practicum component of teacher preparation programs, and the specific challenges related to rural teaching, such as multi-grade classrooms.

• Teacher Continuing Professional Development (CPD)

This dimension considers the provision of quality CPD for teachers in rural areas. It emphasizes the professional development needs of newly qualified teachers posted in rural regions and addresses challenges such as teacher isolation, infrastructural barriers (e.g., limited connectivity and access to devices), difficulties with peer-to-peer professional engagement, and the need for development in multi-grade teaching.

• Teacher Deployment

This dimension examines strategies and procedures for deploying and transferring qualified teachers to and from rural areas. Key deployment challenges include imbalances in the rural teaching force, such as shortages of STEM, arts, and physical education (PE) teachers, an aging teacher population, and the limited presence of young teachers. Teacher deployment will also consider teacher transfer to and from rural context and this should be reflected in the teacher career structure.

• Teacher Career Structure/Path

This dimension discusses the horizontal and vertical career progression models for teachers, with special attention to their applicability and relevance for teachers working in rural areas.

• Teacher Employment and Working Conditions

This dimension addresses the employment and working conditions of teachers in rural areas. It covers aspects such as workload, class sizes, school infrastructure, access to professional support, provisions for teacher well-being, school culture, and teacher autonomy. This dimension will pay attention to the multiple roles teachers play in rural context and the implications for their working conditions as well as rewards and remuneration. It will also conder the process of inducting teacher who teach in rural context, if they are not from the area, and what support they need.

• Teacher Reward and Remuneration

This dimension explores salary structures and enhancements for teachers in general, with a specific focus on those working in rural areas. It also examines financial and non-financial incentives for rural teachers and addresses challenges related to securing regular salary payments and managing contract-based teachers, such as payment delays and infrastructure issues.

• Teacher Standards

This dimension discusses the competencies and professionalism of teachers, as captured in national teacher standards, with special consideration for rural teachers. A key issue is whether and how teacher standards should be adapted or modified for rural contexts.

• Teacher Accountability

This dimension addresses the mutual accountability of teachers for their performance and responsibilities, as well as the system's role in supporting and empowering teachers. It explores who teachers in rural areas are accountable to, how accountability is maintained, and what the education system's responsibility is in supporting their work.

• Teachers and System/School Governance

This dimension focuses on the governance structures that support rural teachers. Special attention is given to the middle-tier governance level (e.g., subject advisors, district offices) and the support they provide to teachers. At the school level, it examines the role of school leaders, structures, and policies in supporting classroom teaching.

• Teachers and Community Relations

This dimension recognizes the importance of school-community relationships in rural contexts. It explores interactions between schools, teachers, and the local rural community, and how these relationships impact teaching and learning.

 

Case study structure

1. Introduction - This section will provide a concise, reader-friendly summary of the report, highlighting the primary focus of the case study. The case study may focus on an individual country, a regional context, or a region with specific country examples.
2. Country/Regional Context - This section will describe the context of the country or region in terms of relevant policies and legislation concerning teacher education, particularly rural teacher education. A brief mapping of the status and number of teachers will be provided, including, where possible, specific data on rural teachers. Additionally, this section will outline key economic, social, political, and cultural factors that influence rural education.
3. Data and Methodology - This section will outline the methods used to compile the case study, detailing the sources of data and the documents reviewed. A clear explanation of the methodology will ensure transparency and allow for replication or comparison across studies.
4. Background of the Focus  Dimension(s) - This section will identify and discuss the key challenges related to rural teacher development in the country or region, with a focus on the dimension(s) addressed in the report. It will also provide a rationale for the policies, interventions, or strategies implemented to tackle these challenges.
5. Description of the Policy/Intervention/Strategy - This section will provide detailed description of the policies, interventions, or strategies employed to address the identified challenges will be provided. This includes information about the responsible entities or agencies, sources of funding, and the scope and reach of the interventions.
6. Discussion of the Outcome and Impact - This section will present a detailed analysis of the effectiveness of the policy, intervention, or strategy, based on available evidence. The impact on teacher motivation, well-being, and teaching and learning outcomes will be given particular attention.
7. Lessons Learned - Key lessons from the case study will be presented in this section, with an emphasis on takeaways and best practices that can inform future initiatives. Where applicable, the potential for replicating the policy, intervention, or strategy in other contexts will also be discussed.
8. Conclusion - The report will conclude with a summary of the key findings and their implications for teacher policy and future research directions

The write up of the case study should follow the UNESCO Style Guide.

 

Length and format

The case studies will be approximately of 8,000 to 10,000 words in length (excluding appendices, annexes and bibliographies) written in the English language at a very good level. It will also include an abstract for a non-technical audience.

 

Timeline and outputs

Please submit your initial ideas for the case study by filling out the Google Form no later than 31 March 2025.

A Q&A session is planned to be organized between March and April.

For any inquiries, please contact Mr Davide Ruscelli at d.ruscelli[at]unesco.org and Ms Siyao Wang at siyao.wang[at]bnu.edu.cn.

 

Use of case study

Case studies will be integrated into relevant discussions of each dimension of the rural teacher module, as appropriate. In addition, good case studies will also be compiled a compendium for good practices and circulate as key resource accompanying the rural TPDG.

A specific amount of funding will be provided to high-quality case studies once selected, with consideration given to geographic balance.