Given the centrality of teachers to quality learning and to the post-2015 development agenda, UNESCO Bangkok and the Korean Educational Development Institute (KEDI) focused their 2014 conference on “Teacher Effectiveness in Support of Quality Learning in the Asia-Pacific.” The purpose of the seminar was to stimulate policy dialogue, informed by research, on teacher effectiveness with the eventual aim to empower teachers for quality learning in the Asia-Pacific.
Given that teachers’ knowledge and practice are central to quality education, ensuring that teachers are well trained, resourced and supported is arguably the single most important requirement for raising learning achievements. Therefore, participants at the conference discussed how education policy should aim to improve student learning through increasing 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 an enabling policy and legal framework to support teacher effectiveness: This includes managing many complex factors relating to the policy and school environment, and developing an infrastructure through professional certification and accreditation standards.
2. Focus on recruiting well-trained and motivated teachers: Countries should build robust admissions criteria and incentives to attract the best candidates, based on standardized teaching qualifications while increasing social perception of the profession.
3. Prepare teachers for the job: Pre-service and in-service teacher training should be comprehensive and consistent in nature. Additionally, leaders of the education system should strive to develop 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, retirement, and other social services.
5. Provide continuous support to strengthen and motivate teachers: Countries should seek to instill teacher empowerment and support structures within their school systems, including peer mentoring, fair working conditions, recognition of good performance, and transparent evaluation.
Based on these recommendations, country feedback, and research into successful interventions at the country level, UNESCO Bangkok has developed a first draft checklist for Teacher Effectiveness. Once finalized, the Teacher Effectiveness Assessment Framework will have the potential to strengthen international and regional cooperation in research, 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] at the Education Policy and Reform Unit.
Written by Katherine Centore [k.centore(at)unesco.org]
Related Link:
• UNESCO-KEDI Regional Policy Seminar 2014
• Myanmar Minister Committed to Enhancing Teacher Effectiveness