Various types of contracted teachers are now active in national education systems around the world, even in high-income OECD (Organisation for Economic Co-operation and Development) countries. But the phenomenon has taken on more significant proportions in low-resource countries and particularly in sub-Saharan Africa. While teaching contracts were initially drawn up to meet teacher shortages in the post-independence period, they have been increasingly called upon to respond to larger student enrolments and lower pupil/teacher ratios under universal primary education (Kingdon, Aslam, Rawal, Das, 2012). As a result, the teaching corps in sub-Saharan Africa is now composed of individuals with a diverse range of profiles, qualifications, types of preparation and professionalization.
Yet in spite of the rapid rise in the number of contract teachers, and with up to 65% of teachers at primary level hired on a contract basis in some sub-Saharan African countries, relatively little research has been carried out on contracting practices enabling decision-makers and stakeholders to better understand their impact and make informed choices in relation to education policy. This study was a first step in filling this gap by documenting contract teacher practices across 23 countries in sub-Saharan Africa: Benin, Burkina Faso, Cameroon, Central African Republic, Chad, Congo (Brazzaville), Eritrea, Ethiopia, Gabon, the Gambia, Guinea, Guinea-Bissau, Kenya, Malawi, Mali, Mozambique, Niger, Senegal, South Sudan, Sudan, Togo, Uganda and Zambia.
This Toolkit was designed for school leaders to support and protect teachers and education support staff in the return to school following COVID-19 related closures. While aimed primarily at school leaders, the Toolkit is also potentially useful for teachers and education support staff to better understand their roles and responsibilities in back-to-school efforts. It is based on the seven dimensions laid out in the joint UNESCO/Teacher Task Force/ILO policy guidance found in the document Supporting teachers in back-toschool efforts - Guidance for policy-makers.
The Toolkit was designed to meet the needs of schools ranging from early childhood to secondary education, yet it can also be applied in other contexts, including technical and vocational education and training institutions, and non-formal education settings.
It contains relevant background information, guiding questions, practical tips and suggestions about practical, operational and pedagogical questions about school reopening, as well as links to protocols and other online resources.
The Toolkit draws on existing guidance related to the COVID-19 crisis, the findings of on-going dialogue between national and regional stakeholders, and perspectives from the greater international education community. Where applicable, it draws on lessons from past and ongoing crises relevant to the current context.
This is the second edition of the toolkit for school leaders to support teachers and other education personnel in back-to-school efforts during the COVID-19 pandemic. This toolkit has been updated to include the feedback and experiences of school leaders from across the globe as they deal with school closures and re-opening.
Teachers are the backbone of education systems and the key to reaching learning goals, regardless of context and situation. Within the COVID-19 crisis, they are on the front line in ensuring that learning continues. As of 25 March, 63 million primary and secondary school teachers have been affected by the nationwide school closures happening in 165 countries. The International Task Force on Teachers for Education 2030 calls on all governments, education providers and funders – public and private – to recognise the critical roles that teachers play in the COVID-19 response and recovery.
School improvement rarely occurs without effective leadership, and school leadership is only second to classroom teaching in its influence on student achievement.
Teachers’ vital role at the heart of the education system has been highlighted this year, as never before, by the leadership they have demonstrated in ensuring continuity of learning during the COVID-19 pandemic. This crucial achievement is marked by the theme of World Teachers’ Day 2020, on October 5: “Teachers: Leading in crisis, reimagining the future”.
In October, join one of the initiatives to celebrate the 2020 World Teachers' Day
On October 5th – World Teachers' Day 2020 – Education International is hosting the biggest online meeting of teachers in history. After a year marred by disruption and crises, the 24-hour live event will give teachers everywhere the opportunity to celebrate their achievements and mobilise to ensure governments and the international community address the impacts of COVID-19 and the issues the pandemic has made painfully clear.
As those with the responsibility for educating the next generation, teachers have always worked under great pressure.
Five years have passed since the UN set its Sustainable Development Goals (SDGs), and there is serious concern the world is not on track to achieve them.
Today, on International Literacy Day, we’re celebrating the teachers at the heart of five award-winning organisations that use literacy education to help adults and children fulfil their potential, benefitting not just their students but entire communities.