Showing posts with label October 5th. Show all posts
Showing posts with label October 5th. Show all posts

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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Sunday, 5 October 2014

World Teachers' Day 2014, October 5th



World Teacher Day, October 5th.
 اليوم العالمي للمعلمين





 



5 October 2014 marks the 20th anniversary of World Teachers’ Day.

An education system is only as good as its teachers. Teachers are essential to universal and quality education for all: they are central to shaping the minds and attitudes of the coming
generations to deal with new global challenges and opportunities. Innovative, inclusive and results-focused teaching is crucial for 2015 and beyond if we are to
provide the best possible opportunities for millions of children, youth and adults worldwide.
In many countries, the quality of education is undermined by a deficit of teachers. An extra 1.4 million teachers are needed in classrooms across the world to achieve universal primary education by 2015, and 3.4 million additional teachers will be needed by 2030, according to the
UNESCO Institute for Statistics.

Added to the challenge of numbers is the issue of quality. All too often, teachers work without resources or proper training. The stakes are high: we face today a global learning crisis, with 250 million children not learning the basics, over half of whom have spent four years in school. Equipping teachers to succeed is therefore a priority. This means rigorous training, better conditions for employment, quality-based teacher recruitment, thoughtful deployment and attracting new teachers and talents, especially young people and women from under-represented communities.

 Reflecting on the lead-up to, and looking beyond, 2015, the Global Thematic Consultation on Education in the Post-2015 Development Agenda aptly sums up the essentials for supporting teachers’ effectiveness as follows:

 (1) decent conditions of employment, including appropriate contracts and salaries, and prospects for career progression and promotion; 
(2) good conditions in the work environment, based on creating school contexts that are conducive to teaching;
 (3) high-quality pre-and in-service training for teachers, based on respect for human rights and the principles of inclusive education; and 
(4) effective management, including teacher recruitment and deployment.

Moreover, quality teaching depends on teachers enjoying basic rights, such as protection from violence, academic freedom and the freedom to join independent unions. Protecting teachers' rights also helps them to promote the safety and security of the girls and boys in their charge; we must insist that schools remain a protective space for children and teachers.
Children and young people are at the heart of society. A good education enables them, as global citizens, to respond to the challenges of a complex world, and contribute to building peaceful and sustainable communities.
The teachers of today and tomorrow need the skills, knowledge and support that will enable them to meet the diverse learning needs of every girl and boy. We must remember that teachers are an investment for the future.

The international community and governments must stand united to support teachers and quality education worldwide, and especially in those countries where the highest number of out-of-school
children exists. We invite you to join us in spreading the message that 5 October is World Teachers’ Day and that investing in teachers means investing in the future.

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





 Data shows standards being sacrificed to fill teacher shortage gap.


 In the rush to fill the chronic, global shortage of teachers many countries are sacrificing standards and undermining progress by hiring people with little or no training, concludes a new UNESCO policy paper, published on World Teachers Day 2014.

Prepared by UNESCO’s Institute for Statistics (UIS) and the EFA Global Monitoring Report (GMR), it shows that at least 93 countries have an acute teacher shortage, and need to recruit some four million teachers to achieve universal primary education by 2015.

 If the deadline is extended to 2030, more than 27 million teachers need to be hired, 24 million of whom will be required to compensate for attrition, according to UIS data. At present rates, however, 28 (or 30%) of these 93 countries will not meet these needs. Sub-Saharan Africa faces the greatest teacher shortage, accounting for two-thirds of the new teachers needed by 2030. The problem is exacerbated by a steadily growing school-age population.

 “A quality universal primary education will remain a distant dream for millions of children living in countries without enough trained teachers in classrooms,” said Irina Bokova, Director-General of UNESCO. “Teachers are the core of any education system. Hiring and training new and already established teachers is fundamental to protecting children’s ability to learn in school.

’ Under pressure to fill gaps, many countries are recruiting teachers who lack the most basic training. According to UIS data, in one-third of countries with data, fewer than 75% of primary school teachers were trained according to national standards in 2012. In Angola, Benin, Equatorial Guinea, Guinea-Bissau, Senegal and South Sudan, this figure falls below 50%. As a result, in roughly a third of countries in sub-Saharan Africa, the GMR shows that the challenge of training existing teachers is greater than that of recruiting new teachers to the profession.

 “Putting well-intentioned instructors in front of huge classrooms and calling them teachers will not deliver our ambitions to have every child in school and learning,” said Aaron Benavot, director of the EFA Global Monitoring Report. “We have prepared a new Advocacy Toolkit for teachers to help us relay these messages to their governments. Teachers, better than anyone else, can relay how teacher shortages and a lack of training are making it just about impossible to deliver a quality education”.

 Countries must ensure that all new teacher candidates have completed at least secondary education. Yet the GMR shows that the numbers of those with this qualification in many countries are in short supply: eight countries in sub-Saharan Africa would have to recruit at least 5% of their secondary school graduates into the teaching force by 2020. Niger would need to recruit up to 30%.


 In sub-Saharan Africa, the cost of paying the salaries of the additional teachers required by 2020 totals an extra US$5.2 billion per year, according to UIS projections, before counting for training, learning materials and school buildings. With the greatest number of children out of school in the world, Nigeria alone will need to allocate an extra US$1.8 billion per year.

“The good news is that most countries can afford to hire the extra teachers if they continue to steadily increase investment in education,” said Hendrik van der Pol, director of the UNESCO Institute for Statistics. “Over the past decade, education budgets across Sub-Saharan Africa have been growing by 7% in real terms, reflecting the commitment to get more teachers and children in classrooms. However four countries will need to significantly increase their education budgets if they’re to cover the bills and provide training to new recruits: the Central African Republic, Mali, Chad and Malawi.”

Contacts:
 Kate Redman EFA Global Monitoring Report,  Email: k.redman@unesco.org Phone: +33602049345
Amy Otchet UNESCO Institute for Statistics , Email: a.otchet@unesco.org Phone: +15144027836
Sue Williams Chief, Media Relations, UNESCO,  Email: s.williams@unesco.org Phone: +33145681706


Related Links 
"Investing in teachers means investing in the future" ILO.
ILO/UNESCO Recommendation concerning the Status of Teachers, 1966

Wanted: Trained teachers to ensure every child’s right to primary education - The full paper.
Infographics on Education
Advocacy Toolkit for Teachers
eATLAS for Teachers - Interactive maps 
 The Global Partnership for Education

Forum :  5 October, World Teachers' Day.

 On World Teachers' Day, tell the UN Secretary-General, Ban Ki Moon, that you support quality education for all, a post-2015 development goal on education, and the global campaign to get all children into school.


Events : 06 October 2014 to 07 October 2014, Paris, France.
Upcoming Live Webcast - World Teacher's Day

 List of all Prizes and Celebrations


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Monday, 30 September 2013

World Teacher' Day 2013, October 5

On World Teachers' Day, October 5, the ILO salutes teachers and commits to supporting their key role in building the citizens and societies of the future, says Guy Ryder, the ILO's Director-General.




Joint Message on the occasion of the World Teachers’ Day 2013

A Call for Teachers!
5 October 2013

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


Teachers hold the keys to a better future for all. They inspire, challenge and empower innovative and responsible global citizens. They get children into school, keep them there and help them learn. Every day, they help to build the inclusive knowledge societies we need for tomorrow and the century ahead. On this World Teachers’ Day, we join forces to thank teachers and to call for more, better trained and supported teachers. Nothing can replace a good teacher. Evidence shows that teachers, their professional knowledge and skills are the most important factor for quality education. This requires stronger training upfront and continual professional development and support, to enhance performance and learning outcomes. We know this and yet, far too often, teachers remain under-qualified and poorly paid, with low status, and excluded from education policy matters and decisions that concern and affect them. And there are far too few of them today. At the global level, some 5.24 million teachers need to be recruited in order to reach the goal of universal primary education by 2015 -- 1.58 million new recruits and 3.66 million to replace those leaving the profession. The challenge goes beyond numbers – more teachers must mean better quality learning, through appropriate training and support. This is essential for ensuring every learner’s right to quality education – especially, to reach the 57 million children of primary school age currently out of school. At current pace, we estimate that 49 percent of these children will never enter school, while 28 percent will start school late – 54 percent of them are girls. Equally worrying is the low level of learning. An estimated 250 million children are failing to learn to read and write by the time they reach the age for grade 4. Approximately half of these children are in school. The access and learning crisis must be urgently addressed.

Learning is not possible without professional, well trained, well supported, accountable and valued teachers. Teachers are the central solution to the learning crisis, and yet too many are poorly trained and poorly supported – often disconnected from the policy decisions that affect them. Teachers are central to the provision of safe and supportive learning environments, and yet too any of them are teaching in circumstances of extreme hardship, emergencies and even attacks. There are however, also bright parts to the picture. We have seen a range of efforts to improve teacher status -- through teacher professionalization and certification schemes, incentives for service in remote or disadvantaged communities, minimum wage laws, career development models, continued professional development, support to female teachers deployed in remote locations, peer-to-peer support and inter-generational mentoring, recognition awards and incentive for teacher progression, raising admission standards for teacher training programmes, public awareness campaigns, free training and recruitment bonuses. All of these practices ensure equality and quality and make a real difference to learning outcomes; they must be scaled up and taken forward. This is where effective international action is essential, in support of national efforts to bolster teachers and education institutions, and improve the education opportunities of all children. All of this work must ensure that teachers’ pay and conditions reflect a commitment to delivering high quality education by a qualified and motivated teaching work force. This is why teachers stand at the heart of the United Nations Secretary-General’s Global Education First Initiative to make sure every child goes to school, receives a quality education, and develops a new sense of global citizenship. This is our call for teachers today. Join us in thanking and supporting the teachers we have and in recruiting new women and men, to shape more effective education systems and prepare young people and adults for active and responsible participation in society. There is no stronger foundation for lasting peace and sustainable development than a quality education provided by well trained, valued, supported and motivated teachers. The education of future generations hangs in the balance unless we can rise to the challenge of putting the best possible teacher in every classroom.



RELATED INFORMATION :
Press Release: Education unionists Worldwide unite for quality public education

EVENT : "Better Quality Education for a Better World ", Friday, 4 october 2013, UNESCO HQs







Download the Posters (PDF)
AR | CH | EN | FR | RUS | SP

Additional resources:

 
Global Shortage of Teachers 
 
Every Child Needs a Teacher

The supply of teachers is failing to keep pace with the demand for primary education. According to the latest UIS data, the world needs to create 1.6 million new teaching posts by 2015 in order to reach universal primary education, while replacing 5.2 million teachers leaving the profession.

The situation is most extreme in sub-Saharan Africa, where the school-aged population continues to rise. More than 900,000 new primary school teachers are required by 2015.

Explore the data to see where the demand is most acute. 


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Friday, 28 September 2012

Video Message from Ms Irina Bokova on the occasion of World Teachers' Day

UNESCO's Director General's message on the occasion of WTD 2012 - Irina Bokova







World Teachers' Day 2012: Take a stand for teachers!

“Take a stand for teachers!” is the slogan of World Teachers’ Day 2012 (5 October) which UNESCO is celebrating along with its partners, the International Labour Organization, UNDP, UNICEF and Education International (EI).  
Taking a stand for the teaching profession means providing adequate training, ongoing professional development, and protection for teachers’ rights.
All over the world, a quality education offers hope and the promise of a better standard of living. However, there can be no quality education without competent and motivated teachers.

On this day, we call for teachers to receive supportive environments, adequate quality training as well as ‘safeguards’ for teachers’ rights and responsibilities...We expect a lot from teachers – they, in turn, are right to expect as much from us. This World Teachers’ Day is an opportunity for all to take 
stand. 
   
       Irina Bokova, UNESCO Director-General

Teachers are among the many factors that keep children in school and influ
ence learning. They help students think critically, process information from several sources, work cooperatively, tackle problems and make informed choices.
Why take a stand for teachers? Because the profession is losing status in many parts of the world.. World Teachers’ Day calls attention the need to raise the status of the profession - not only for the benefit of teachers and students, but for society as a whole, to acknowledge the crucial role teachers play in building the future.
At UNESCO Headquarters in Paris, the focus of the 2012 World Teachers’ Day celebration will be on how to attract top graduates to teaching and how to raise the status of teachers.
Partners are also urged to organize events around the world in order to make the day a truly international celebration.

Challenges

An estimated 5.4 million more teachers are required to reach Universal Primary Education by 2015. While recruiting new teachers, the quality of teaching and learning must also be improved and schools should be supported in their efforts to attract qualified teachers. The challenge of quantity must be met head-on, while ensuring quality and equity.

World Teachers’ Day is an opportunity to examine issues facing teachers on the national and regional levels from an international perspective and to measure the progress made by national teachers in a global context. A truly international perspective necessitates that all countries accept and celebrate World Teachers’ Day on 5 October.
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