Since the creation in 2009, the Teacher Task Force has been developing and implementing various activities to mitigate three “problem areas” for teachers: the policy gap, the capacity gap, as well as the financing gap. In 2013, the job Force published an analytical survey on effective policies and methods to address the teacher gap in Bangladesh, Indonesia and Vietnam. Most recently, the Task Force has looked to support education policymakers, practitioners and researchers in monitoring the teacher-related targets of the post-2015 global education agenda.
Within the Asia-Pacific region, the Teacher Task Force Secretariat recently co-sponsored the UNESCO-KEDI Regional Policy Workshop 2014 “Teacher Effectiveness in Support of Quality Learning in the Asia-Pacific”. It invited key resource persons for the Workshop, including from the Teaching and Understanding International Survey (TALIS) of the OECD, the Vice-Chair of the EFA Guiding Committee, and the Teacher Task Pressure network to help contribute international points of views to the discussion.
Under the second phase of the Strategic Plan 2014-2016, the Teacher Task Force has developed and applied programmes to ensure teacher effectiveness a couple of main lines of actions: (i) advocacy and coordination with global and regional initiatives; (ii) understanding creation and dissemination; and (iii) facilitation of countries’ access to tech support team. Some of the main activities of the Teacher Task Force scheduled in 2014 include: coordination amongst major international agencies at the Technical Reference Group on teacher effectiveness of the Global Collaboration for Education (GPE); preparation for your publication of the global analysis to the requirements for teaching profession in collaboration with internationally-recognized research establishments and with UNESCO entities; and distribution of the teacher policy development instruction for education policymakers.
At the UNESCO-KEDI Workshop, Professor Mohamed Ragheb of the Arabic Republic of Egypt, a center point for the Teacher Task Force, contributed a draft teacher effectiveness evaluation framework based on discussion amongst the individuals. This assessment is designed to contribute to the post-2015 international education debate associated with teachers in the Asia-Pacific region. The particular draft framework articulates the aspects that need to be taken into account by training policymakers across five categories: (i) governance; (ii) attracting and recruiting good candidates; (iii) professional development; (iv) retaining good teachers (motivation); and (v) effective deployment; and three categories of actors: (i) the education ministry; (ii) other ministries and governmental organizations; and (iii) 3rd party bodies. The Teacher Task Pressure expects that this draft framework will be further refined and enriched, not only by the participants of the Seminar, but additionally by other organizations and specialists with a view to monitoring the teacher-related targets of the post-2015 global education agenda.
In December 2014, the Teacher Task Force is planning to manage an annual International Policy Dialogue Community forum, focusing on the post-2015 international training agenda vis-à-vis national teacher policymaking. The draft framework produced by the UNESCO-KEDI Regional Policy Seminar 2014 will be discussed with policymakers, practitioners and researchers to inform the global debate around post-2015 teacher focuses on.
For additional information, please contact: Edem Adubra [e.adubra(at)unesco.org]
Written by: Hiromichi Katayama [h.katayama(at)unesco.org]
• Instructors Task Force for EFA : Unesco