Given the centrality of teachers to quality learning and to the post-2015 development agenda, UNESCO Bangkok and the Korean Academic Development Institute (KEDI) focused their own 2014 conference on “Teacher Performance in Support of Quality Learning in the Asia-Pacific. ” The purpose of the seminar was to stimulate policy dialogue, well informed by research, on teacher usefulness with the eventual aim to empower educators for quality learning in the Asia-Pacific.
Given that teachers’ knowledge and practice are main to quality education, ensuring that educators are well trained, resourced and supported is arguably the single most important requirement for raising learning achievements. Therefore , participants at the conference talked about how education policy should try to improve student learning through raising teacher quality and effectiveness.
So what was the outcome? Based on the papers, presentations and discussions compiled from the UNESCO-KEDI 2014 seminar, the following are some recommendations for countries seeking to incorporate teacher effectiveness principles into their policies.
1 ) Develop a good enabling policy and legal construction to support teacher effectiveness: This includes managing many complex factors relating to the particular policy and school environment, plus developing an infrastructure through professional certification and accreditation standards.
2 . Focus on recruiting well-trained plus motivated teachers: Countries should build robust admissions criteria and incentives to attract the best candidates, based on standardized teaching qualifications while raising social perception of the profession.
3. Prepare teachers for the job: Pre-service and in-service teacher education should be comprehensive and consistent within nature. Additionally , leaders of the education system should strive to create a career framework for teachers.
4. Ensure teachers are serving where they are needed most: Nearly all countries in the region have found placing teachers in more remote regions difficult for economic reasons. Governments should support these teachers by providing additional incentives such as travel allowance, health, pension, and other social services.
5. Provide continuous support to strengthen plus motivate teachers: Countries should look for to instill teacher empowerment plus support structures within their school systems, including peer mentoring, fair operating conditions, recognition of good performance, plus transparent evaluation.
Based on these recommendations, nation feedback, and research into successful interventions at the country level, UNESCO Bangkok has developed a first draft directory for Teacher Effectiveness. Once finalized, the Teacher Effectiveness Assessment Construction will have the potential to strengthen global and regional cooperation in study, policy development and financing to support teacher effectiveness.
For more information, please contact Lina Benete [l.benete(at)unesco.org] or Satoko Yano [s.yano(at)unesco.org] with the Education Policy and Reform Unit.
Written by Katherine Centore [k.centore(at)unesco.org]
• UNESCO-KEDI Local Policy Seminar 2014
• Myanmar Minister Devoted to Enhancing Teacher Effectiveness