Sunday 4 October 2015

World Teachers' Day 2015, October 5.




Theme 2015 : Empowering teachers, building sustainable societies.
Theme 2015 : Un personnel enseignant fort pour des sociétés durables.
主題2015：賦權教師，建立可持續發展的社會。
  " تمكين المعلمين، بناء المجتمعات المستدامة" هذا هو شعار اليوم العالمي للمعلمين 2015





Empowering teachers, building sustainable societies gaps in access and learning.

 Every year on World Teachers’ Day,  we celebrate educators and the central role they play in  providing children everywhere with a quality education . Today, as the global community comes together around the new 2030 Agenda for Sustainable Development Goals, the role teachers play has never have been more important. 

The new global education goal, SDG 4 which is at the heart of the Education 2030 Agenda , calls for “ inclusive and equitable quality education and promote lifelong learning opportunities for all ”. Realising t his goal is critical to achieving all our  global development targets  – for strong societies depend on well-educated cit izens and a well-trained workforce. But we can only realize this agenda if we invest in  recruiting, supporting, and empowering teachers. 

Quality teachers are increasingly recognized as the most important factor in  children’s learning  – and thus, in impro ving educational attainment levels,  increasing the ability of young people to participate in  society and  today’s  knowledge economies, boosting productivity and prosperity.  Especially in poor  communities and countries affected by conflict, quality teaching can literally  change a child’s life  – helping children overcome enormous challenges and  preparing them for better lives and brighter futures. But around the world today, far too many teachers are undervalued and  dis empowered.  There is a mounting shortage of quality teachers, unequal distribution of trained teachers, and inadequate or non-existent national standards  for the teaching profession.  These are all key contributing factors to wide equity.

  The poorest regions and sch ools and the earliest  grades  – those most in need  – are often the most affected. This is a deeply  troubling gap, as study after study shows that reaching children in the earliest years is critical to their development. The UNESCO Institute for Statistic s estimates that to achieve universal primary education by 2020 countries will need to recruit a total of 10.9 million primary  teachers. This is a global education crisis in the making  – unless we act.   

Recognizing the  looming crisis  at the 2015 World Education Forum , held in Incheon, South Korea, leaders  committed to “ensure that teachers and educators are empowered,  adequately recruited, well - trained, professionally qualified, motivated and  supported within well - resourced, efficient and effectively gov erned systems”. The 2015 Oslo “Education for Development”, Summit in Norway,  further  highlighted  the imperative of addressing the shortage of qualified teachers and of investing in  teacher education.  Now, by committing to the  Education 2030 agenda,  the UN Member States agree to substantially increase the supply of qualified teachers, including through  international cooperation for teacher training in developing countries, especially  Least Developed Countries and Small Island Developing States. This is an important step  – and now we must live up to these commitments.  

To meet the new education goal and all its targets by 2030, we must intensify efforts to provide sufficiently qualified, well deployed, motivated and supported teachers to every school, every community, and every child.  

Governments should redouble efforts to engage in dialogue with teachers and their  organizations and devise concrete policy measures and  strategies to provide appropriate incentives, including competitive remuneration and cle ar career paths to teach in schools located in challenging environments and retain them in the  profession.  

Teachers should be empower ed through the provision of decent working conditions, well- resourced, safe and healthy working environments, trust,  professional autonomy and academic freedom.  

The ILO/UNESCO Recommendation concerning the Status of Teachers (1966) , the  UNESCO Recommendation  concerning  the Status of Higher Education Teaching  Personnel  (1997)  and the ILO Policy Guidelines on the Promotion of Decent Work for Early Childhood Education Personnel (2014) are  essential international standards and benchmarks for  the teaching profession. On the first World Teachers' Day  o f a new education agenda of global  development , we appeal to the international community to value, support, and  empower teachers of the world.  For it is they who will educate a new generation of children who, in turn, will carry forward all our goals to build a better world for  all. 


Irina Bokova, Director - General, UNESCO 
Guy Ryder, Director - General, ILO 
Anthony Lake, Executive Director, UNICEF 
Helen Clark, Administrator, UNDP 
Fred van LEEUWEN, General Secretary, Education International




 Every year on the 5 October, the World Teachers' Day celebrates and highlights the contribution of teachers towards the education and development of children around the world. The celebration of this year’s WTD comes just after the adoption of the new Sustainable Development Goals (SGDs) in September in New York. This is a unique opportunity to recall the key role that teachers should play in the new education agenda.In May2015 at the Education World Forum (WEF) in Incheon, Korea, participants committed to “ensure that teachers and educators are empowered, adequately recruited, well-trained, professionally qualified, motivated and supported within well-resourced, efficent and effectively governed systems”. Participants at the parallel session “Teachers for the Future we want” recognized furthermore that teacher quality is the most significant condition for learning and that the empowerment of teachers must be considered as a top priority in all education and development strategies. 
How many teachers are needeed to provide every child with a primary education?

Teacher crisis in Sub Saharan Africa

 
Education 2030, Cannot happen without trained teachers in classrooms.

 
Wanted trained teachers in classrooms



EVENTS :   World Teacher’s Day 2015  - Mobilizing for a Roadmap 2030 for teachers.
                    Monday 5 october 2015.
                    UNESCO, Paris

 Part 1:  Official  ceremony
 Part 2:  Panel discussion: " moving ahead towards 2030 "
 Part  3:  Roundtable  " Strong foundation for learning begins with good ECE teachers"

World Teachers Day 2015 - DRAFT AGENDA (Monday 5 october 2015) 10.00 AM - 02.00 PM.

World Teachers Day 2015 - DRAFT AGENDA (Monday 5 october 2015)  02.00 - 5.00 PM


This year’s WTD will address the challenge of mobilizing a roadmap for teachers towards 2030.
A considerable intensification of efforts is needed to provide sufficiently qualified, motivated and supported teachers by the end of 2030. It is still a challenge for education systems around  the world to pay adequate attention to factors affecting teacher effectiveness, such as policies  on training, recruitment, deployment, management, assessment and professional development. Listening to teachers is essential to enlighten current debate on the role of teachers in Education 2030. In this spirit, a panel discussion will be organized with the participation of  teachers from  different countries. Teachers will have the opportunity to share their experiences and discuss their role as teachers in the perspective of 2030.

The post 2015 UN development agenda seeks to achieve inclusive and sustainable global development. Early Childhood Education (ECE) is the foundation for building inclusive and  sustainable societies. The benefits of early support are throughout life and the y extend  throughout society. 

Despite the  increased recognition on the importance of ECE, the teaching personnel have not received the same level of appreciation. Among the entire teaching profession, ECE teachers in  many parts of the world, typically receive minimum or no training, the lowest pay and benefits with no career prospects,  and have low socio - economic status overall. 

For ECE to become a powerful force for tackling discrimination and for bridging gaps of inequity, its teaching force  must be  tho roughly trained and  supported to be able to deliver quality teaching and care. They  must have adequate training and work conditions so that they can integrate the content and  practice of  a holistic  early childhood care and education and  ensure that our youngest children are able to transition smoothly into  primary education. To address the persistent concerns on ECE teachers, a roundtable discussion is organized during the WTD 2015 to discuss ECE as a profession (status, working conditions) and innovations for teaching young children for sustainable future .


Key documents  :

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