Take a stand for teachers Teaching in developing countries Brussels 11 October 2012 Dennis Sinyolo EI Senior Coordinator Education and Employment If you can read this thank a teacher Outline ID: 627551
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Slide1
World Teachers’ Day 2012“Take a stand for teachers”Teaching in developing countries
Brussels, 11 October 2012
Dennis Sinyolo, EI Senior Coordinator, Education and EmploymentSlide2
If you can read this, thank a teacher!Slide3
Outline
The teacher gap challenge
The quality challenge
The professional challenge
The financing
challenge
What can we do about these challenges?Slide4
The teacher gap challenge
Globally, over 2 million teachers are needed to meet the goal of universal primary education by 2015, 55% of them in Sub-Saharan Africa
There are 49 countries with a moderate teacher gap (0.25-2.9%) and 34 countries with a severe teacher gap (3-20%)
Source: UISSlide5
Number of primary teachers needed to achieve UPE by region
Region
Number of primary teachers
Arab states
243 000
North America and Western Europe
155 000
South and West Asia
292 000
Sub-Saharan Africa
1 115 000
Other regions
215 000Slide6
Countries with severe teacher gap (3-20%)Djibouti, Kuwait, Occupied Palestinian
Territory, Qatar,
Sudan,
Serbia,
Azerbaijan,
Bermuda,
Bangladesh,
Pakistan,
Burkina Faso, Central African
Republic,
Cameroon
, Chad, Congo,
Côte
d'
Ivoire
,
Democratic
Republic of the Congo,
Equatorial
Guinea
, Eritrea,
Ethiopia
, Gambia,
Guinea,
Liberia
, Mali, Mozambique, Niger,
Nigeria, Rwanda
, Senegal, Uganda, United Republic
of
Tanzania, ZambiaSlide7
The quality challenge
Recruitment of unqualified, under qualified or contract teachers to meet teacher shortages and to “reduce”
costs –Mali, Niger, India, Nepal, Indonesia…
Large class sizes (STRs: Chad-61; Rwanda-68; Liberia-82; Central African Republic-84; Tanzania-54; Zambia-61)
Shortage of basic infrastructure, facilities, teaching and learning resources
Quality education requires quality teachersSlide8
The professional challenge
Deprofessionalisation
and casualisation of the teaching profession
caused by:
the recruitment of unqualified, under qualified or contract teachers
Low salaries and poor/deteriorating conditions of service for teachers
Accountability mechanisms based on competition rather than cooperation among teachers and
schools
Linking
teacher performance and remuneration to
standardised
assessments and its impact on the school curriculum and
learners
Deskilling and loss of professional status for migrant
teachers
Attack on teachers’ human, trade
union
and professional rights
Excluding teachers from education policy-making & social dialogue
Source: EI’s report to CEARTSlide9
The financing challenge
Too little money is invested in education:
Many states invest less 6% of their countries’ GDP on
education (
global average for developing countries-3.8%)
and allocate less than 20% of their national budgets to education e.g. This year Uganda’s education budget fell from 17 to 14 % of the national budget
Th
e
total
external annual
financing gap for basic education
in poor countries stands at
$16
billion
. In 2009, the total provided by all donors was $5.6 billion
The 23 major bilateral donors that make up the OECD Development Assistance Committee gave less than 3% of their total aid to basic educationSlide10
What can we do about these challenges?
To address the
qualified teacher gap-for all levels of education, including early childhood, primary and post-primary education (UIS to calculate the entire teacher gap)
To focus on the
Student
to Qualified Teacher Ratio
(SQTR) rather than the STR, which may include unqualified teachers
ADOPT A LIFE-LONG LEARNING APPROACH TO TEACHER EDUCATION
Governments to invest in
initial teacher preparation
, to
recruit
and
deploy
female
and
male
teachers in such a way that
every child is taught by a qualified teacher
Governments need to institute
induction programmes
for all newly-qualified teachers and to invest in in-service training for all
teachers
and
school leadersSlide11
What can we do about these challenges (cont.)
To promote social dialogue and the involvement of teachers and their
organisations in policy development, implementation, monitoring and evaluation
To improve conditions for effective teaching and learning (teaching and learning resources, salaries
and conditions of service for all
teachers)
To promote and support establishment of
t
eacher professional councils
Governments to invest at least 6% of their countries’ GDP in education
Development partners to allocate at least 10% of their development aid to basicSlide12
EI/GCE campaign on teachers“Every Child Needs a Teacher: Trained teachers for all”
Aim
: To close the trained teacher gap by encouraging and persuading governments and development partners to invest in teachers (teacher training, recruitment, professional development, salaried and conditions of service…)
Target:
2 million teachers recruited by 2015Slide13
Money put into education is not an expense but an investment. It is an investment in our children, young people and the future of our nations.
Thank you!
dennis.sinyolo@ei-ie.or
g