V Seminario Sub-Regional de la Calidad de la Educación “Formación docente: Un despertar a la excelencia” 9-11 June 2015, Juan Dolio, Dominican Republic

Tools for the Implementation of the Teacher Policy: Teacher Policy Development Guide and International Thematic Report on Teachers

Hiromichi Katayama International Task Force on Teachers for EFA 10 June 2015

Overview of the Teacher Task Force • First voluntary international network of EFA partners to address the teacher gap, created in 2008.

• Membership: 71 countries (all regions), 33 organizations (inter-governmental organizations, NGOs, private sector and foundations) • LAC: Argentina, Barbados, Brazil, Haiti, Jamaica, Mexico, Venezuela, BID/IDB, OAS-ITEN • Objectives: Coordination, advocacy and knowledge sharing to reduce:

Policy gap

Capacity gap

Finance gap

• … around six themes: 1. Teacher education and professional development 2. Teachers’ status and working conditions 3. Teacher management 4. Financing teachers and teaching 5. Monitoring and evaluation of teacher policies and practices 6. Inclusion and equity in teacher policies and practices

Contributions to Education 2030 Teacher Target  Sustainable Development Goals Target 4.c: “By 2030,

increase by x% the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially LDCs and SIDS.”  Incheon Declaration (2015): “We will ensure that teachers

and educators are empowered, adequately recruited, welltrained, professionally-qualified, motivated and supported within well-resourced, efficient and effectively governed systems.”

Engagement of teacher organizations in policy making

Collaboration with teacher-related initiatives in LAC

Background of the Guide The Teacher Task Force: • Conducted teacher diagnoses in sub-Saharan Africa (2013). • Recognized the need for a tool to support the development of an evidence-

based teacher policy (TTF Policy Dialogue Forum 2013, Kinshasa, DRC) • Prepared the concept of the Guide with UNESCO. Consulted a wide range of

stakeholders in all regions. Validated at TTF Policy Dialogue Forum 2014 (Rabat, Morocco). Authors: Yusuf Sayed (University of Sussex, Cape Peninsula University of Technology), William Ratteree (former ILO staff), Simone Doctors The Guide will be translated into Arabic, French, Spanish, Portuguese, Russian and Chinese.

Structure of the Guide Chapter 1: Introduction Chapter 2: Framing teacher policy: The country context

Chapter 3: Dimensions of teacher policy Chapter 4: Procedures to develop a national teacher policy Chapter 5: Implementation plans Each chapter contains case studies and examples of good practice from a wide variety of countries and contexts.

Chapter 1: Introduction • Set out the purposes of the guide, intended audience and rationale.

1.1 Purpose and scope  Overview, Policy responses, Implementation steps  Teachers in public & private schools (ISCED 0-3) 1.2 The guide’s audience  Public authorities, Private education providers, Other stakeholders 1.3 Justification/rationale of the Guide:  Learning quality and success  Human resources & budgets  Education objectives and reforms

Chapter 2: Framing Teacher Policy: the country context • Outline the need for coherence and integration in the

development of a teacher policy. • Examine the foundations and guiding principles for a teacher

policy. • Summarize and review major policy tools & instruments

useful for teacher policy development & review.

Chapter 2: Framing Teacher Policy • Use the existing tools, analytical works and available policy

documents on teachers and education:  ILO  UNESCO, UIS  The World Bank  OECD  Teacher Task Force

Chapter 2: Framing Teacher Policy 2.1 Alignment with national education sector plan and policy 2.2 Foundations and guiding principles for a teacher policy  Vision or mission statement and objectives  Targets, benchmarks and timelines  Comprehensive coverage of key dimensions  Assessing the environment: difficulties, challenges, gaps  Relevant data and management  Coordination mechanisms  Funding needs and sources  Participation and stakeholder commitment  Evaluation and revision

Chapter 3: Dimensions of Teacher Policy • Examine the most important dimensions a teacher policy needs to

address. • Many of these are interrelated and need to be addressed together in a holistic and integrated manner. • These elements must be seen in the context of a specific country or education system. • Set out the basic principles (not exhaustive) of 9 key dimensions

then provides references to further detailed sources.

Chapter 3: Dimensions of Teacher Policy Nine key dimensions 1. Teacher recruitment and retention 2. Teacher education (initial and continuing) 3. Deployment 4. Career structures/paths 5. Teachers’ employment and working conditions 6. Teacher reward and remuneration 7. Teacher standards 8. Teacher accountability 9. School governance

Schema of Teacher Policy Issues

Chapter 4: Procedures to Develop a National Teacher Policy • Consider practical issues relating to the process of developing

a teacher policy, building on Chapter 2 (framing teacher policies in different contexts) and on Chapter 3 (dimensions of teacher policy). • Is to be read in conjunction with Chapter 5 (implementing

national teacher policies).

Chapter 4: Procedures to Develop a National Teacher Policy 4.1 Key phases in developing a National Teacher Policy  Consultation – ongoing, meaningful, throughout process  Effective teacher involvement  Phase 1: Issue identification and agenda-setting  Phase 2: Policy formulation – Analysis, principles and options/choices  Phase 3: Adoption/Decision – Laws & legal decisions  Phase 4: Implementation – Communication and Dissemination  Phase 5: Monitoring and Evaluation

Key stages in developing a National Teacher Policy Monitoring/

Evaluation

Agenda setting

Implementation

Policy formulation

(communication/ dissemination & roll out)

Adoption/ decision

Consultation

Chapter 4: Procedures to Develop a National Teacher Policy 4.2 Roles and Responsibilities - Relevant bodies in the design, draft & validation of teacher policy Country-specific, transparent, information for all 4.3 Costing Multi-year budgeting / fiscal frameworks, priorities, planning, barriers 4.4 Conditions for successful policy development New/existing policy consistency, Strategic planning, Engaging teachers, Evidence-informed policy development, Country ownership; Education ministry capacity 4.5 Timeframe and Roadmap  Government leadership, feasible timeframes and roadmap

Chapter 5: Implementation Plans • Consider how to develop a clear and manageable policy

implementation plan. 5.1 Legislative process and approval in implementing policy:  Drafting, financial levers, technical support 5.2 Executive or administrative decisions to implement policy: programmes and regulations  Authorities & guidelines/tools to implement

Chapter 5: Implementation Plans 5.3 Tools and schedule of work  Plan of actions  Activity statement, outputs, targets, benchmarks, indicators, timelines  Costs & funding  Implementation structures, roles & responsibilities  Dialogue schedule  Within government, between authorities  With stakeholders, especially teacher unions/organizations  With development partners  Log frames & Work plans: advantages, limits  Guidelines & other instruments

Chapter 5: Implementation Plans 5.4 Monitoring & evaluation  Responsible unit, monitoring periods, annual review & reports  Evaluation: mid-term, end of period  Indicators: limited, focused on gaps, results-based, stable over time  Quantitative & qualitative: the importance of social dialogue with stakeholders, especially teachers 5.5 Organizational arrangements for implementation  Responsibilities: leadership and management  Implementation capacity: individuals & institutions  Governance: implementation bodies/structures

5.6 Costing implementation:  All implementation aspects & funding sources

International Thematic Report on Teachers Use SABER-Teachers module to collect, analyse and disseminate systemlevel data on teacher policies. Goals:  Provide policy-relevant data and evidence for the guidance on policy decisions  Provide opportunities to learn from other education systems. Coverage (25 countries, 5 countries per region):  LAC (Argentina, Brazil, Haiti, Mexico, Venezuela)  Africa (DR Congo, Ghana, Namibia, Senegal, Zimbabwe)  Asia (India, Laos, Philippines, Singapore, Thailand)  Arab states (Algeria, Mauritania, Qatar, Saudi Arabia, UAE)  Europe (France, Ireland, Norway, Slovenia, Turkey)

International Thematic Report on Teachers 8 teacher policy goals Goals to ensure effective teachers:  1. Setting clear expectations for teachers  2. Attracting the best into teaching  3. Preparing teachers with useful training & experience  4. Matching teachers’ skills with students’ needs  5. Leading teachers with strong principals  6. Monitoring teaching & learning  7. Supporting teachers to improve instruction  8. Motivating teachers to perform

Thank you

For more information: www.teachersforefa.unesco.org [email protected]