incheon framework for action - --- - الصفحة ٢٤ - Targets and indicative strategies

Education ٢٠٣٠ Framework for Action

especially in disadvantaged areas. As teachers are a fundamental condition for guaranteeing quality education, teachers and educators should be empowered, adequately recruited and remunerated, motivated, professionally qualified, and supported within well-resourced, efficient and effectively governed systems.

٧١. By ٢٠٣٠, ٣.٢ million more teachers are required to achieve universal primary education [[xl]], and ٥.١ million more will be needed to achieve universal lower secondary education [[xli]]. Plus, teachers leaving the profession between ٢٠١٥ and ٢٠٣٠ will need to be replaced. In addition, in one-third of the countries with data, less than ٧٥% of primary school teachers are trained to national standards [[xlii]]. Past decisions to lower standards during shortages have contributed to a growing trend of classrooms being staffed by unprepared non-professionals. The absence and/ or inadequacy of continuous professional development and support for teachers and national standards for the teaching profession are key contributing factors to the low quality of learning outcomes. Successful education systems that ensure quality and equity have focused on a professional development continuum that supports teachers’ own learning and improvement throughout their careers.

٧٢. Teachers also have socio-economic and political rights, including the right to seek decent working conditions and adequate remuneration. Governments should make teaching an attractive, first-choice profession with continuing training and development by improving teachers’ professional status, working conditions and support, and should strengthen policy dialogue mechanisms with teacher organizations.

٧٣. Finally, teachers make a major contribution to the improvement of student learning outcomes, with the support of school leaders, government authorities and communities. There is strong evidence that teachers are open to change, and keen to learn and develop throughout their careers. At the same time, they need the time and space to take more initiative to work with colleagues and school leaders and to take advantage of opportunities for professional development.

٧٤. Indicative strategies:

· Develop gender-sensitive strategies to attract the best and most motivated candidates to teaching, and ensure that they are deployed where they are needed most. This includes policy and legislative measures to make the teaching profession attractive to current and potential staff by improving working conditions, guaranteeing social security benefits and ensuring that the salaries of teachers and other education personnel are at least comparable to those paid in other professions requiring similar or equivalent qualifications.

· Review, analyse and improve the quality of teacher training (pre-service and in-service) and provide all teachers with quality pre-service education and continuous professional development and support.

· Develop a qualifications framework for teachers, teacher trainers, teacher supervisors and inspectors.

· Develop and implement inclusive, equitable and gender-sensitive teacher management policies that cover recruitment, training, deployment, remuneration, career development and working conditions, and improve the status of teachers and educators and the quality of teaching.

· Provide teachers with adequate technological skills to manage ICT and social networks, as well as with media literacy and source criticism skills, and provide training on how to address challenges of pupils with special education needs.

· Develop and implement effective feedback systems to support good teaching and teachers’ professional development, ensuring that training has a positive impact on teachers’ work.

· Strengthen school leadership to improve teaching and learning.