Teachers are the heartbeat of education — sparking curiosity, inspiring minds, and shaping the leaders of tomorrow. Their impact reaches far beyond the classroom, as they not only help build the future of individual students but also contribute to the progress and well-being of society as a whole.

Recognizing the profound influence teachers have on both individuals and society, global organizations like UNESCO are prioritizing the development and support of educators to ensure their impact is both sustainable and far-reaching. This involves addressing the global teacher shortage, improving opportunities for professional learning to keep teachers up to date with current teaching methods, and ensuring teachers are equipped to meet the diverse needs of all learners. These efforts are key to achieving Sustainable Development Goal 4, which aims to provide inclusive, equitable, and high-quality education for every child.

As UNESCO focuses on recruiting and retaining teachers worldwide, research institutions such as NORC at the University of Chicago (NORC) provide critical data and analysis to ensure these efforts are effective and impactful. NORC is a nonprofit research institution dedicated to advancing education through rigorous data collection and evaluation. By providing much-needed data and research on the field, NORC plays a key role in understanding how to alleviate teacher shortages. By focusing on what works in teacher recruitment and retention, NORC’s research aligns with global priorities, improving educational outcomes for all.

In addressing the global teacher shortage, it is crucial to recognize the multifaceted challenges educators face, from rising workloads to inadequate pay. As highlighted by UNESCO and supported by research from NORC, innovative, localized solutions can demonstrate promising strategies for recruitment and retention. By prioritizing teacher support and improving working conditions, we can not only empower educators but also ensure quality education for every child, ultimately advancing global educational goals.

Teacher shortages worldwide

The global teacher shortage affects millions of children around the world. In many low-income and rural areas, the lack of qualified teachers limits access to quality education and contributes to perpetuating cycles of poverty and inequality. To address this, UNESCO advocates for increased investment in teacher recruitment and retention, with a particular focus on ensuring that schools in the most vulnerable communities have access to well-trained educators.

According to UNESCO’s May 2024 Global Education Monitoring Report, a lack of teachers in classrooms often stems from a teacher shortage or a lack of available teaching positions. In wealthier countries, such as the United States, teacher shortages are more prevalent, driven by economic pressures, comparatively low salaries, and the declining prestige of the teaching profession.

The global teacher shortage is evident in the US. In the 2023-24 school year, 86% of public schools had trouble hiring teachers. The most frequently cited teaching positions with vacancies were general elementary (cited by 71 percent of public schools) and special education (70 percent) (NCES 2023). Key factors driving this shortage include rising workloads, inadequate pay, and challenging working conditions that have worsened since the onset of COVID-19. In addition, a NORC AmeriSpeak® national survey has discovered a shift in opinions of teaching as a profession. Fewer than one in five Americans (18 percent) would encourage a young person to become a teacher, citing low pay, lack of sufficient school resources, and a stressful work environment.

Learning from local solutions

NORC is investing in several projects that contribute to understanding factors that improve teacher recruitment and retention, particularly in underserved areas in the U.S. For example, rural Wisconsin faces a severe teacher shortage, but rather than waiting for policymakers to develop large-scale solutions to this longstanding problem, rural districts are developing, implementing, and adapting a set of “home-grown” strategies. This “Grow Your Own” approach is widespread and diverse both in Wisconsin and across the country, which has permitted localized variations to take shape that can address the specific teacher shortages within smaller regions or states.

NORC’s study in Wisconsin found that rural districts are increasingly participating in a program called Educators Rising, which encourages local students to pursue teaching careers and return to teaching in their rural communities. In another example, a group of rural districts formed a collaborative (the GROW Consortium) to collectively address their teacher shortages by providing progressive scholarships to high school students who pursue teaching as a career, with a significant payment to those students who take a teaching position (upon college graduation) in one of the Consortium schools for at least three years. These innovative strategies and initiatives show considerable promise in terms of cost-effectiveness, potential for impact, and sustainability/scalability.

In early childhood education, recruiting and retaining high-quality teachers has been linked to increasing retention. A study by NORC showed that raising teacher wages significantly reduced turnover, with an 80% drop for lead teachers and 79% drop for assistant teachers. Additionally, while higher pay improved teachers’ financial well-being and lowered depression rates, these changes did not affect teacher well-being, suggesting that salary increases should be coupled with improvements in working conditions. By focusing on comprehensive strategies that not only adjust wages but also improve working conditions, teacher retention and well-being can be addressed more thoroughly.

The path forward

NORC’s U.S.-based research offers valuable insights that can inform global efforts to improve teacher quality and professional development. For example, NORC’s study of “Grow Your Own” programs in rural Wisconsin, which encourage local students to pursue teaching careers and return to their communities, provides a scalable strategy that could be adapted to address teacher shortages in rural or underserved areas globally. Additionally, NORC’s evaluation of salary increases in early childhood education within the U.S. highlights how financial incentives can significantly reduce teacher turnover and improve well-being — an approach that UNESCO could test in low-income regions worldwide. By focusing on data-driven strategies that enhance recruitment, retention, and working conditions, additional research can align with UNESCO’s goals of elevating teacher quality and ensuring sustainable, impactful education systems globally.

To address the global teacher shortage, collaboration between research organizations like NORC and international bodies such as UNESCO is vital. Linking research and practice can provide the data and evidence needed to create effective, scalable solutions that empower educators and enhance learning outcomes worldwide. By working together, we can ensure that every teacher has the support, training, and resources to succeed — benefiting students everywhere.

The post Crisis in the classroom: Tackling the global teacher shortage appeared first on World Education Blog.

One key barrier to effective use is a lack of access to infrastructure as the below figure from the 2023 GEM Report shows. In 2018, teachers in schools with a lack of digital infrastructure in OECD countries were seven percentage points less likely to feel that they could support student learning through the use of digital technology ‘quite a bit’ or ‘a lot’ than their peers in better equipped schools. More than half of teachers reported in the T4 survey that inadequate online access had hampered schools’ ability to provide quality education. Two in five teachers said they needed to bring their own digital devices to school to compensate for the lack of classroom resources. Almost a third of teachers reported their school only had one computer, laptop or tablet for educational use. 

Teachers are also often left out of decisions to select new digital technology, meaning it may be less likely to fit their needs: 45% of teachers from 94 countries participating in Education International’s Teaching with Tech study reported that their unions had not been consulted at all regarding the introduction of new digital technologies, while 29% had been consulted on ‘only a few aspects’. At the same time, 57% of respondents indicated that their unions had not been consulted on the digital technology they wanted. When schools and teachers are provided with equipment, teachers should also be supported to use them effectively: in the United States, schools often purchase expensive software licenses but do not invest in teacher training programmes due to budgetary constraints. 

Some teachers are hesitant or lack confidence in using technology.  

Only 43% of teachers in OECD countries felt well- or very well-prepared for using technology for teaching after their initial education or training. Teachers who felt they could support student learning using digital technology ‘quite a bit’ or ‘a lot’ were more likely to teach in private than in public schools. According to the 2018 TALIS, the more effective lower secondary school teachers felt in their own use of ICT, the more likely they were to let their students use technology for projects or class work. The 2018 ICILS found that 84% of teachers in the 13 participating education systems knew how to prepare lessons that involved the use of ICT by students, while just under 60% knew how to contribute to online discussions, collaborate with others on platforms (such as wikis or blogs) or through shared resources (such as Google Docs), and use a learning management system (such as Moodle, Blackboard or Edmodo). A knowledge gap with students may also lead teachers to limit their use of ICT in teaching. 

Among all the obstacles, the lack of training seems to be the most significant one as any potential that technology has will not be realized unless teachers are prepared to use it. The 2018 TALIS indicated that one in five lower secondary school teachers in OECD countries expressed a high need for professional development in ICT skills for teaching, making it the second most important area of training after support to learners with special needs. This need was confirmed by grade 4 mathematics and science teachers in the 2019 Trends in International Mathematics and Science Study: only 35% and 32%, respectively, reported participating in professional development in this area, the least common of all areas inquired. About half of grade 8 mathematics and science teachers received such training.  

Access to training is not enough. Training must be continuously evaluated and responsive to teacher needs. It also needs to be sustainable – a difficult task given the rapid changes that make programmes obsolete. Lastly, standards are needed to help teachers develop professional competence in technology.  

Governments and regional and international organizations have been developing teacher standards and competency frameworks to guide teacher development through training and coaching. According to the GEM Report’s PEER website for 211 education systems, 51% have set ICT standards for teachers in a competency framework, teacher training framework, development plan or strategy. European and Northern American countries have been the most proactive. It is estimated that 19% of countries with ICT standards have specified or readjusted the ICT skills expected of teachers since 2020 to reflect changes brought about by the COVID-19 disruption.  

Teachers need support and strong leadership to enhance their professional training opportunities 

Head teachers play a key role in setting the conditions for the integration of technology in schools, something that will be explored further in the 2024/5 Global Education Monitoring Report on leadership in education that will be launched in Fortaleza, Brazil at the end of this month. 

First, they support digital implementation following the expectations set in national plans. In Singapore, the Educational Technology Plan 2020–30 calls on head teachers to adopt a data-driven and learner-centred approach and to develop an environment that supports lifelong learning by integrating ICT at school and at home. In South Africa, the 2018 Professional Development Framework for Digital Learning requires head teachers to empower the school team in planning and implementing digital learning and to initiate collaborative teacher learning.  

Second, head teachers manage the digital infrastructure. Depending on their degree of autonomy, they may be responsible for purchasing, maintaining and renewing equipment licences. Third, they can create a culture of sharing and experimentation, for example supporting teachers, promoting good practice in the use of digital technology, and recognizing the time spent on digital integration. 

A sense of urgency appears to have grown during the COVID-19 pandemic, at least in countries that relied on digital learning. According to the European Commission’s SELFIE tool, just over half of upper secondary TVET teachers received support from their school leaders to try out new ways of teaching with digital technologies and to share their experiences with their colleagues. 

As one teacher told us in our research for the 2023 GEM Report, “Technology cannot replace a teacher, but in the hands of a teacher, technology can work miracles.” Today, as we celebrate Teachers’ Day let us remember to support them in their daily work. Technology is just a tool, but it can hold great potential for learning if teachers have access to devices, the confidence and training to use them and the leadership to guide them.

The post Any potential that technology has will not be realized unless teachers are prepared to use it appeared first on World Education Blog.

Produced in partnership with the Association for Development of Education in Africa (ADEA), the report is being launched today, 7 May, at the 2024 Conference of the African Federation of Teaching Regulatory Authorities. Along with the continental report, the country report for Zambia will be launched at the same event, along with H.E Douglas Munsaka Syakalima, Minister of Education, Zambia. It is the first Spotlight session on foundational learning as part of the African Union Year of Education.

One in five children achieve minimum proficiency levels  

Learning Counts compiles the latest out-of-school and completion rate statistics to show the challenge that countries face every day. For every 100 children in Africa, 18 children are out of school– twice the rate of the rest of the world. However, there is sign of improvement, with completion rates growing at a steady pace of almost one percentage point per year throughout the past 20 years. Still one in five children do not complete primary school today. 

Albeit data gaps remain large, what evidence exists suggests that learning rates at the end of primary school have improved faster in Africa than the rest of the world since 2011. However, the challenge remains notable, with at most one in five children attaining minimum proficiency levels in reading and mathematics at the end of primary school today.

There is often a lack of connection between countries’ aspirations and their plans

For instance, having up to date and relevant textbooks is critical. Yet the report found that textbooks are often out-of-date and not available in the languages of instruction. Textbooks were not in the language of instruction for 80% of students in Zambia and in less than half of classrooms visited in Uganda. Given many students have limited reading skills, graphic explanations of mathematics concepts could help, but are often lacking.  

Textbooks and teacher guides may not be fully aligned with the curriculum and their design needs to be reviewed to prevent confusion and improve implementation. In Mauritania, algebra is missing from the lower primary curriculum, while it is covered in textbooks and teacher guides. In Niger, textbooks and teacher guides include statistics and probability but the curriculum does not. Assessments often cover a different set of competencies from those outlined in the curriculum, particularly at the end of primary, where an examination culture prevails, and the level of cognitive difficulty increases. 

Remedial education is highlighted as a critical approach for ensuring that all students are learning with understanding. Yet, of the five countries analysed only South Africa and Zambia contain guidance for teaching students who are falling behind. In Chad, a programme introduced in 2017/8 trained teachers to provide remedial support and they all implemented new strategies, such as rearranging classroom layouts and using more supportive approaches for struggling children, which ultimately saw children’s repetition rates fall.

Many countries need to contend with a teacher workforce whose qualifications and knowledge levels are well below what is required 

Ongoing professional training is also important to improve teachers’ subject knowledge and refresh their qualifications, which the report shows technology is helping with in the case of Burkina Faso, the United Republic of Tanzania and Zambia among others. In Africa, 17% of countries require a bachelor’s degree to teach in comparison to 62% of countries globally, while teachers’ qualifications are also often lower than requirements.  

The importance of training is highlighted in the report. Among surveyed primary school teachers in the 14 countries in the 2019 PASEC learning achievement survey, only 35% mastered basic procedures in mathematics. Differences in teacher subject knowledge accounts for more than one third of the cross-country variation in student achievement. But training approaches need to be sustainable and engaging teachers. Technology can help professional communities emerge, as a case study from Burkina Faso shows.

More funds are needed to bolster foundational learning  

As explained in more detail in the special edition of the 2023 Education Finance Watch for Africa, education is dropping down the list of governments’ priorities despite there being an annual financing gap of USD 28 billion to achieve countries’ own targets to achieve 85% primary completion rate by 2030. External financing is meanwhile declining as a source of revenue for governments, and less likely to support foundational learning as to support secondary education.  This makes it ever more important that it focuses on institutional building and not on short-term projects. 

The report recommends the following: 

At the individual level

1. Give all children a textbook – and all teachers a guide.

Ensure that all children and teachers have teaching and learning materials that are research-based, aligned with the curriculum, and locally developed. 2. Teach all children in their home language – and train teachers accordingly.

Give all children the opportunity to first learn to read in a language they understand and all teachers the confidence to support them.

3. Provide all children with a school meal.

Give all children the minimum conditions to learn at school. 

At the system level

4. Make a clear plan to improve learning.

a. Develop a common continental framework to monitoring learning outcomes.

b. Establish clear learning standards and align assessments to evaluate how well students meet them.

c. Ensure learning is not abstract; children need full understanding before moving to advanced concepts.

5. Develop teacher capacity.

Ensure all teachers use classroom time effectively through cost-effective training.

6. Prepare instructional leaders.

Restructure support mechanisms offered to teachers and schools. 

At the continental level

7. Learn from peers.

Reinvigorate mechanisms allowing countries to share experiences on foundational literacy and numeracy. 

At the international level

8. Focus aid on institution building.

Shift from projects to provision of public goods that support foundational learning. 

Download the report: https://bit.ly/2024-spotlight 

Download social media cards and materials: https://trello.com/b/1CYw5ork/spotlight-report  

The post Second Spotlight Report on Africa shows the importance of coherent textbooks and teacher guides for foundational learning appeared first on World Education Blog.

As the United Nations High-Level Panel on the Teaching Profession releases its recommendations, I write both as a Panel member and as the President of Education International, representing education workers around the globe. For more than 30 years as a federation of 373 member organisations in 180 countries and territories, representing 32 million teachers and other educators, our commitment has been to ensure that every child has access to a well-supported, qualified teacher and a quality learning environment.

Yet, the promise of quality education for all remains elusive due to the persistent challenge of financing. Despite global commitments, many nations fail to allocate sufficient public resources to their education systems. Without a substantial increase in funding, achieving inclusive and quality education for every student everywhere by 2030 remains a distant goal.

As a consequence of a chronic underinvestment in education, we are now in the grips of an escalating crisis, an unprecedented global shortage of 44 million teachers, education system resources down in 65% of low- and middle-income countries and 33% of upper-middle and high-income countries since the start of the pandemic, and literally half the world’s population living in countries that spend more on debt interest payments than on education or health. The crisis is so pervasive, it prompted UN Secretary-General António Guterres to convene the High-Level Panel on the Teaching Profession to focus on meeting our shared global education goals.

The process of formulating the Panel recommendations was informed by reports from every corner of the globe. From France to Chad, Australia to Mexico, the consultations illuminated the stark realities and diverse challenges facing the teaching profession. In France, we heard about classrooms without full-time teachers and the growing reliance on contract staff. From Chad, a country where an estimated 67% of teachers lack qualifications, the call for professional recruitment and training echoed loud and clear. Germany’s educators spoke of 80,000 teachers missing, while in Scotland, the gender pay gap in education painted a picture of persistent inequality, exposing the global trend of female labour being undervalued.

Expanding on these stories, in Norway, educators highlighted the need for improved professional development and support to retain teachers, pointing to the broader issue of teacher wellbeing and career satisfaction. In Togo, despite a large pool of qualified teachers, financial constraints severely limit the ability to recruit and retain these professionals, underlining the global financing challenge in education. Sri Lanka’s experience, like Australia, emphasised the rural-urban divide, with rural areas facing significant teacher shortages, suggesting the need for targeted policies to encourage teaching in underserved locations. Mexico’s story of social dialogue and improvement in teacher working conditions reminded us that change is possible through collective action.

These accounts underscore the critical need to address the teacher shortage crisis as a global phenomenon requiring concerted, collaborative action.

A promise for every child

The path forward is both urgent and clear. First, taking on the pressing challenge for governments and authorities at every level to make substantive investments in the teaching profession. As the Panel’s Recommendation 17 states: “Long-term funding for well-qualified and well-supported teachers is an investment in the quality and sustainability of education systems.”

This includes ensuring competitive salaries for teachers, in line with those in other professions requiring similar levels of education. Research in the field of labour economics consistently shows that competitive compensation is crucial for attracting and retaining quality educators.

Equally critical is the need to address the overwhelming workloads facing teachers, allowing adequate time for planning, collaboration, and a work-life balance. The increase in administrative tasks and the collapse of support services have dramatically added to pressures and responsibilities placed on teachers, leading to burnout and a negative impact on student learning.

Moreover, the trend towards precarious and insecure employment in teaching must be reversed. The march towards insecure work contracts and the decline in salaries, especially given the gendered nature of these trends, have made the profession less attractive. The Panel recommendations make a clear call to end precarious, contract employment.

The High-Level Panel underscores the imperative of valuing and respecting teachers, emphasizing that social dialogue and collective bargaining are key to placing them at the heart of decision-making processes, recognizing their pedagogical expertise and giving them an active role in creating and strengthening education systems that are equitable, inclusive, and capable of meeting the needs of all students.

Investing in these areas is crucial for raising the status of the teaching profession and ensuring that every child has access to a well-respected and adequately supported qualified teacher, now and for generations to come. This requires comprehensive workforce analysis and planning, and the revitalisation of public education systems that have suffered under policies promoting market-driven reforms, austerity and deregulation.

The Panel recommendations also call for a re-evaluation of the roles played by International Financing Institutions like the World Bank and the International Monetary Fund, urging a shift from policies that have undermined teaching and learning, such as steering countries to constrain the public sector wage bill.

As the global voice of the teaching profession, Education International is committed to tirelessly advocating for the implementation of these recommendations at all levels of governance. At a global level, our member organisations are united in a campaign – Go public! Fund education – to make governments accountable to fulfil their obligations to fully fund public education systems and invest in the teaching profession. No child should be denied their right to education, and no teacher should have to work under conditions that undervalue their essential contribution to society.

Now is the time for decisive action to fulfil public education’s promise of empowerment, equality and social justice. It’s time to go public and fund education.

The post To reclaim the promise of education, prioritise our teachers appeared first on World Education Blog.

By Nani Teig, University of Oslo, Norway and 2022 GEM Report Fellow

Every child, no matter their circumstances, carries within them an incredible potential to excel. But far too often, poverty creates barriers that prevent these sparks from turning into flames. Against all odds, some students rise above these challenges despite their circumstances. These students are considered to be ‘academically resilient’. They have shown us that despite the challenges they face, they can, and do, succeed. But the question remains: How do they achieve this success?

As a 2022 GEM Report Fellow, I conducted a study examining teachers’ role in mathematics and science classrooms to shed light on the surprising success of students from low-income families. The study drew on student and teacher data from the Trends in Mathematics and Science Study (TIMSS) 2019 for Grade 4 from 58 education systems across the world, including in America, Europe, Africa, Asia, and the Middle East. The goal was to understand how widespread academically resilient students are worldwide and to identify teaching practices that foster academic resilience.

The findings revealed some intriguing patterns. Although the number of resilient students differed across education systems and subjects, the data illuminated a universal trend: the effect of teachers and their teaching quality on student success. Specifically, my study identified three notable teaching practices that differentiate resilient and non-resilient students. These practices provide valuable insights into how education can be tailored to support students from low-income families in overcoming challenges and achieving academic success.

1. Orderly Classroom

Contrary to what it may sound like, an orderly classroom doesn’t simply mean quiet students and a tidy room. It’s an environment where students know what is expected of them, where the focus is on learning, and where disruptions are minimized. This aspect is especially crucial for students from disadvantaged backgrounds, who often encounter various challenges outside of school. A consistent and orderly classroom setting provides essential stability for their learning.

As shown in my study, a larger proportion of disadvantaged students identified as resilient are found in the classrooms where disorderly behaviour is minimal. In contrast, classrooms characterized by frequent disorderly behaviour tend to have a lower proportion of resilient students from disadvantaged backgrounds. This finding highlights the importance of a structured and predictable classroom environment not just for maintaining discipline, but also as a key factor in fostering the academic resilience of students who may already be facing significant external challenges.

Imagine a mathematics classroom where the teacher efficiently transitions from one activity to another, minimizing idle time. Here, the students know when to listen attentively, when to work independently, and when to collaborate with their classmates. Rules are clear and consistently enforced, leading to a calm and focused environment.

The result? Students have the mental space to grapple with complex mathematics problems without being hindered by unnecessary distractions. They feel more in control and are more likely to embrace challenges, essential qualities of academic resilience.

2. Teacher support and instructional clarity

The study highlighted a key factor in the academic success of disadvantaged students: in classrooms where teachers provided high levels of support and instructional clarity, these students were more likely to be classified as resilient. This trend was found in both mathematics and science classrooms.

Supportive teachers establish positive relationships with students, nurturing trust and enhancing their motivation to learn. Such support is especially crucial for socioeconomically disadvantaged students, who often face social and emotional challenges. In a classroom where students feel respected, heard, and valued, they’re more likely to participate, take academic risks, and persevere through challenging tasks.

Clear and explicit instruction is another cornerstone of quality teaching that the study highlighted. This factor becomes paramount for disadvantaged students who may face obstacles, such as a lack of prior knowledge or language barriers. They may require detailed explanations to grasp the content effectively. Teachers who are skilled at explaining content in relatable ways, such as linking mathematics and science concepts to everyday life, are more likely to engage students and keep them motivated.

3. Cognitively activating instruction

Another important finding from the study is the significance of cognitively activating instruction in engaging students, particularly those from disadvantaged backgrounds. This approach involves challenging students with tasks that require reasoning, problem-solving, and critical thinking.

In mathematics classrooms, a greater percentage of disadvantaged students classified as resilient was found to engage more frequently in cognitive activation strategies compared to their non-resilient peers. To illustrate, such strategies might include activities where students apply mathematical reasoning to real-world problems, rather than focusing solely on formulas and equations. For example, students could be tasked with planning a budget for a party, actively engaging them in applying mathematical concepts to practical situations. This approach serves as an example of how cognitive activation in classrooms can foster deeper understanding and application of mathematical principles.

Similarly, the study found that in science classrooms, a higher proportion of disadvantaged students classified as resilient reported having more frequent engagement with cognitively challenging tasks, especially those involving scientific investigation. In this context, a teacher may encourage students to explore broad scientific questions or phenomena, such as, “Why are bees important for our environment?” and encourage students to conduct an investigation. This question incites students to engage in various scientific practices, like forming hypotheses, conducting experiments, and analysing data, to reach answers. It allows them to see the real-world implications of science, making the learning experience more engaging and relevant.

The power of teachers and their teaching quality

The findings from this study highlight the importance of the ‘how’ in teaching. It’s not merely about delivering the curriculum but ensuring the process is engaging, supportive, and meaningful for each student. It’s a powerful reminder that the quality of teaching is more than a requirement—it’s an essential catalyst for fostering resilience in disadvantaged students.

It’s not just the teaching, though. At the heart of this transformative process are the teachers themselves—their skills, their attitudes, and their unwavering commitment. Teachers are the ones who breathe life into the curriculum, turning abstract and complex concepts into real-world scenarios that resonate with students. They are the human element that brings empathy, understanding, and inspiration to the learning environment.

In the quest for equitable education, the potential for success resides within every student. Teachers, with their quality teaching, are the key to unlocking this potential. Their commitment to quality teaching can shape the academic landscape into a haven where every learner, regardless of their background, can thrive. Through this lens, we see not only the barriers faced by disadvantaged students but also the bridges that quality teaching can build towards success.

The post Empowering disadvantaged students: What role do teachers play in fostering academic resilience? appeared first on World Education Blog.

When you think of the word “refugee”, what picture does it evoke in your mind? Victims or individuals; a helpless mass in need of humanitarian aid, or a people with aspirations? As two educators with refugee backgrounds from Syria and South Sudan, we are all too familiar with the stigma associated with the label “refugee”.  It reconstructs our identities as passive victims without agency, without our own voices, depending on others for a sense of direction. But these labels attempt to erase the unique identities of the 103 million people who are currently displaced around the world.

My name is Naeef, originally from Syria and currently living in Sweden. In Syria I had my dream job – I was a music teacher in a secondary school. When the war started in 2011, I carried on teaching and used music as a medium to support my students to make sense of our new reality. When war happens, it isn’t just about teaching anymore, it becomes about resilience. In 2015, I was asked by the military to fight in the war. The options before me were clear: fight on the frontline or leave my country. I travelled through Turkey, Greece, Macedonia, Serbia, Bulgaria, Austria, Germany, Denmark, eventually arriving in Sweden. Everything was different: the language, culture, politics, and how people perceived me. I had no trust. My journey out of Syria was to restart my life but here I had lost my identity and my personality. I was now reduced to being a number on a long list of refugees

My name is Maurine, originally from South Sudan and currently living in Uganda. My parents originally fled South Sudan in 1987, when the war broke out between the Sudan People’s Liberation Army (SPLA) and the central Sudanese government.  Three years later I was born in a refugee camp in Northern Uganda, where my parents had settled. My father volunteered as a teacher in our school in the camp. Having teachers who were also refugees meant they could relate to our lived experiences. They knew the best ways to assist us. They provided us with emotional support, understanding our traumas and needs better than anyone else. Their presence gave us hope and encouragement, proving to us that we could overcome our circumstances. They taught us that our circumstances don’t define us; they shape us into courageous individuals.

The connectedness we both found in school provided an escape from society’s own definitions of our identity. We were called resilient, strong, capable, and that made all the difference. Now we uphold the importance of teachers who look beyond just academic outcomes, but who also develop supportive, caring relationships that focus on the well-being of students, especially those with trauma from displacement.

The research is clear that people who are impacted by traumatic events may externalize or internalize their experiences. It alters our ability to make sense of the world, and how we feel, act, or relate to others. But when we feel like we belong, when we see that people care about us, that’s where change begins. The lived experiences of teachers, like us, who have experienced displacement significantly enhance our capacity to empathize, connect with, and inspire students.

Naeef: In Sweden, I knew I could contribute to this new society as I had a useful and tangible skillset, but when you do not speak the language, it is hard to demonstrate this. Refugees have a past, a culture, languages, traditions and skills but this can often be invisible. After being in Sweden for a year, I started working in a school in Stockholm. I remember in the job interview being asked what I could offer. I explained that I share the same experiences and challenges faced by the many refugee students in the school. Upon starting the job, I quickly became a role model for these children, had a deep understanding and empathy with them, and supported them in acclimating to their new environment. It was important for me to eliminate the idea of victimization – from both the students and the communities they were living in.

When I arrived in Sweden, lots of people looked at me as a victim and everyone wanted to pat me on my back and wipe away my tears. Every time I embraced this victim identity, it took away from my personal responsibility. So I tell my students that they are not victims; they can rise above their current status and reach their goals.

After this job, I moved to a new role at Teach for Sweden where I now work as a teacher coach, enabling me to impact many classrooms, students and teachers. Now, I remind teachers that it is not only the Swedish language that is foreign to refugee students, but the entire education system is also unfamiliar to them. 

I visit schools across Sweden, supporting teachers to develop their pedagogy and leadership, and what I see in all these classrooms is that there is no ready-made formula or specific strategy to use with refugee students. Refugee students, like all students, have different learning styles, needs and identities, and therefore teachers need to differentiate when planning their lessons.

We’ve seen that when communities view refugees as threats, schools often become tools wielded to purge the ‘dangers’, to ensure the complete assimilation of the refugees into the dominant culture, often without respect for the students’ linguistic and cultural heritage.  Students who come to a new country bring with them different knowledge, fresh perspectives, and a rich culture. This is not a threat, but an asset. This makes countries more enriched with differences and diversity, which in turn creates a kind of exchange and mutual learning among all students.

The beliefs and ideologies of each teacher standing at the front of the classroom are powerful levers in influencing both how and what students learn; they influence who is included and excluded within the structures of their school and classroom.  Through their teachers, students see themselves and their place in the future. So we need to ensure that classrooms are our students’ safest space. The place that builds their self-confidence, the place that welcomes everyone’s differences, where everyone can be themselves without having to hide or conceal their identity.

Maurine: As I reflect on my childhood, growing up as a child born and raised in a Ugandan refugee camp, I realize that being in school was a pivotal part of my upbringing; being with my friends; accessing emotional counselling; and slowly achieving a sense of stability. Having teachers who shared similar displacement experiences had a profound impact on me and my classmates. Now, in my current role as a teacher with Teach for Uganda, I give my time, talent, and energy to my students, just like others did for me in the refugee camp schools. As I stand in front of my students, I am reminded that teachers who have experienced displacement have a unique ability to understand the complex emotions and challenges faced by all students.

We both think that schools need to better reflect the realities of the students they serve. The fight for refugee education needs to belong to, and be led by, those who are most affected by it. Otherwise, schools and communities risk missing out on the valuable perspectives, insights, and innovative solutions from those of us who have personally experienced emergencies.

The post Surviving and teaching: the story of two refugee educators from Syria and South Sudan appeared first on World Education Blog.

The 2023 GEM Report calls for us to decide what we want to improve in education and then decide what technology can help us achieve that, rather than purchasing technological solutions for the sake of it. An event held in Germany on November 27, 2023 to discuss the findings of the report co-organized by the Federal Foreign Office, the Federal Ministry of Education and Research, the Federal Ministry for Economic Cooperation and Development and the German Commission for UNESCO demonstrates the importance we place on making the right decisions about when digital solutions are the right ones and when they are not.

One challenge where we believe technology could help is the urgent global need for equipping a massive number of teachers with the necessary skills. Globally, the Teacher Task Force estimated this year that we need to increase the number of teachers by 50% by 2030. We need solutions that can be implemented rapidly and at a low cost while meeting the quantitative and qualitative challenges of in-service teacher training.  And in this context, ‘low-tech’ solutions, including mobile phones and instant messaging systems such as WhatsApp, appear most promising. They are not only scaled but also highly appropriate among teachers in low- and middle-income countries.

The discussions at the Federal Foreign Office did focus on the report’s message that only some technology helps some learning in some contexts. We know that the high enthusiasm and expectations vis-à-vis digitalization have not yet delivered at scale solutions for problems such as teacher training. Investments in digital infrastructures are still too low and slow. In addition, the chronic lack of reliable evidence highlighted in the GEM Report has led to a tendency to opt for project approaches and a lack of large-scale system transformative solutions.

The COVID-19 pandemic, however, landed heavily on discussions about technology’s place in education, including in the area of teacher training. The lack of systematic support during school closures encouraged teachers to use mobile and messaging systems to access information and connect with their peers or students. The benefits of low-tech have been recognized by the international community, inter alia within the teacher policy recommendations formulated in preparation for the UN Transforming Education Summit 2022, stressing that “strategies that make use of already available technologies, including low-tech solutions, should be considered in order to ensure rapid impact and high inclusion.”

As this recommendation suggests, there is no need to start from scratch when looking for scalable teacher training strategies. Here are the reasons why:

Firstly, the ingredients for efficient teacher training are already well known: the research and international education policy community agree that in-service teacher training has to be teacher centered, embedded in a collaborative community of practice, organized at a distance so that it is easier for more teachers to attend, and, most importantly, trigger teachers’ motivation.

Secondly, instead of attempting to introduce and scale technology for educational purposes, why not use technology that is already scaled, such as the use of mobile phones, which are owned by 73% of those aged 10 and above worldwide today?

In addition to being logistically appropriate, the messaging-based groups have multiple other benefits highly suited to teacher training as well.

In Germany, we looked at these benefits using mixed method research including an activity research component, a literature review on existing evidence in developing countries, along with analysis of qualitative and quantitative datasets. Ultimately, we studied the use, need and perception of messaging systems for teacher training among 2486 teachers across the Caribbean, Botswana, Tanzania and Malawi.  We call our instant messaging supported teacher training approach a Future Teacher Kit. Our research around it was described in a background paper for the 2023 GEM Report, which we believe shows that it could be a scalable solution with rapid positive outcomes on teaching practices worth investing in.

A few reasons led us to this conclusion.

Mobile phones enable teachers to compensate for what they all identify as one of the biggest constraints to professional development: the lack of materials and content and the overall lack of support, including access to training. Resources and in-service training possibilities are identified by over 70% of teachers as a core challenge on a daily basis in Botswana and over 74% in the Caribbean region.

With a training process using such systems, the format and content shared were adapted to teachers’ rhythms and needs. Even though there was no extrinsic reward for taking part in the test module, teachers were intrinsically motivated to join the training experience and perceived the training content as so useful that they decided to share it with non-participants. Most importantly, teachers reported positive outcomes on their student behavior.

Teachers turn towards messaging systems to develop multiple communities of practice that allow them to improve collaboration with their peers, whilst simultaneously exploiting the potential of anonymous instant messaging-based teacher networks. From that perspective, teachers autonomously create a self-training process. This finding is of critical importance: teachers are intrinsically motivated to adapt the usage of messaging systems for educational purposes. This is because this type of training allows teachers to acquire new knowledge, to be connected with their peers while learning independently. Its usage has not only been an indispensable tool to cope with the pandemic but is now largely embedded in teachers’ daily work life. Simply put – messaging systems are a scaled EdTech tool created by teachers themselves.

Most importantly, the use of WhatsApp is not an ad hoc reaction – it has reinforced an existing appropriation process. In the future, it can be expected that teachers will embed messaging systems even further in their professional work routine.

Where we need caution, however, is outlined perfectly in two of the questions the GEM Report asks us to consider before any investment in technology for education.

Is it equitable? Even if the emergency of the situation calls for rapid solutions, teacher training remains a public responsibility. This requires us to continue to invest in digital infrastructure that will enhance all areas of education systems and avoid leaving anyone behind. The provision of teacher training and support should never be a financial burden for teachers. As our own action research component indicates, partnerships with mobile operators must be an integral part of a national training strategy and are an extremely important signal for the recognition of the teaching profession. The rapid usability of mobiles and messaging systems will benefit from a mature digital education system.

Is it scalable? To tap the potential of a scaled technology, and hence exploit the full potential of messaging-facilitated teacher training, it is necessary to introduce scaled approaches from the start. The international technical cooperation and donor community must facilitate approaches that shift away from the pilot-based approach towards the country-wide integration of low-tech solutions in education systems.

During the national launch event of the report in Germany on November 27, 2023, it became once again clear how crucial the framework of this new GEM Report is on a global level: Therefore we hope that other countries will use it to analyze their own decisions on technology and see where new ideas might meet requirements to find solutions for teachers to educate. Students and teachers need it and deserve it – now!

The post Tapping the potential of mobiles and instant-messaging to train teachers appeared first on World Education Blog.

World Teachers’ Day was observed on October 5. This is a Day to celebrate the essential contributions that teachers make to our children, communities, and society, but also a time to take stock of where we stand on ensuring that we attract the best into the teaching profession. Last week we held in Freetown a validation workshop for a new study by UNESCO IICBA on professional standards and competencies for teachers and school leaders. The study was led by Steve Nwokeocha and Aminata Sessay.

As in much of sub-Saharan Africa, children in Sierra Leone are not learning enough in school and many drop out prematurely. Improving teaching in the classroom and the quality of the school leadership, including through professional standards and competencies, is the key to improving learning. The IICBA study focuses on three areas: (1) Sierra Leone’s framework of professional standards and competencies; (2) teacher education; and (3) the working conditions of teachers. The analysis relies on a mixed quantitative and qualitative approach including two online surveys, key informant interviews, and brainstorming sessions. Lessons for Sierra Leone are likely to be relevant for other countries as well.

What did we find? On professional standards and competencies, Sierra Leone has made major progress in the last five years with the establishment of the Teacher Service Commission (TSC). The country now has a standards and competencies aligned with the recommendations of the African Union. The country may be the first in Africa to have signed an agreement with its teacher union to change the salary structure and grade levels of teachers to match the career stages prescribed by the African Union Commission. As for teachers and school leaders, a majority seem to be aware of the new standards and in favor of them.

On teacher education, both pre-service and in-service, many issues continue to undermine quality. The regulatory and quality assurance frameworks for pre-service teacher education is weak and the Teacher Certificate remains the dominant qualification. At least 40 percent of teachers are considered “untrained and unqualified” – they require a path to acquire a degree and minimum qualifications. Even when teachers and school leaders feel they received adequate pre-service education, retraining is likely needed in many areas. Similar issues affect continuous professional development (CPD). Government programs (and budgets) are insufficient to address CPD concerns, with only a minority of teachers and school leaders trained each year. Another issue is the multiplicity of (donor) agencies training teachers, often with their own preferences in terms of what training should emphasize, without sufficient coordination. A positive development is a National School Leadership Program being developed by TSC, although it could be better aligned with the African continental standards, domains, and competencies of school leadership.

On working conditions for teachers, the recent Collective Agreement signed between TSC and the Teacher Union is a major step forward. The Presidential Teacher Awards instituted in 2021 to recognize some of the Best Teachers at the district and national levels is also a great initiative. Another positive development is the role of the Teaching Service Trade Group Negotiating Council in promoting harmony in labor relations between employers and union representatives. At the same time, issues remain. Teacher performance evaluations still follow a traditional pattern, not considering CPD credits for example. Overall, teachers and school leaders rate their social status and job satisfaction as average only, rather than good.

As we write this blog, additional positive developments are worth emphasizing. After receiving the initial report of UNESCO IICBA’s Situational Analysis, the Ministry has been working hard to address identified gaps. Last week, a Cabinet Paper on Recommendations, Guidelines, and Procedures for a Credit Mapping Framework that Allocates Appropriate Credits to Teachers for Approved In-Service Training Courses was approved by the Cabinet. In addition, a High-Level Policy Consultation on Continuous Professional Development will be developed into a Cabinet Paper to be jointly presented by the Ministry of Basic and Senior Secondary Education and the Ministry of Technical and Higher Education. This comprehensive CPD framework for teachers in Sierra Leone will be based on quality reforms of key entities, providing enhanced alignment, linkages, accountability, and coordination in the governance of teacher professional development to make pathways for advancement transparent and equitably available to all teachers.

The IICBA study has been an important milestone on the path to professionalizing teaching and school leadership in Sierra Leone and beyond. The analysis was conducted within the framework of the African Union’s Continental Education Strategy for Africa (CESA 2016-2025) and Agenda 2063: The Africa We Want. Sierra Lone is one of several countries selected for analysis and intervention by the Shanghai-FIT Project which covers Africa and the Asia-Pacific to professionalize teaching in both regions and make progress towards the Sustainable Development Goals. Much has been achieved in Siera Leone, but much remains to be done to support teachers and school leaders as best way we can. This matters as teachers’ contribution to our children, communities, and societies is both fundamental and foundational.

The post Strengthening the teaching profession: Lessons from Sierra Leone appeared first on World Education Blog.

The COVID-19 pandemic taught us so much, including by shining a light on how much we rely on those who provide care for our communities. In particular, we came to realize that the nursing and teaching professions are on the frontlines of community care to help us reach our physical, mental, and emotional potential.

To ensure that nurses and teachers can continue to play the vital roles that they do, we explored the similarities and differences between their respective experiences to understand: who takes care of community caregivers?

Together, Noora Health and STiR Education, international NGOs respectively supporting nurses and teachers to equip them to best meet the needs of their communities, gathered four public sector nurses and teachers from across India for a candid discussion about the realities, struggles, and bright spots of two essential professions. Here is what we learned.

Appreciation is a great motivator…

Participating teachers and nurses identified the appreciation that they receive from children and patients respectively as a key motivator. This joy and gratitude encourage them to continue in their roles. As Komal, a Delhi school teacher, says: “Students are very giving. If you make any effort, they appreciate it very much. Through letters and gestures, they let you know how important you are to them.” Arti, a nurse from Madhya Pradesh, adds: “I am inspired when patients leave the hospital happy and satisfied.”

…but society does not value these roles

However, this appreciation does not always follow outside the doors of the hospital and school. Megha, a maternity nurse from Karnataka, says: “Everyone appreciates teachers and nurses when they see us work. When they need us, they realise how important we are. But otherwise, the image is different.” They discussed how their roles are seen as inferior to doctors or engineers. Arti shared the perception that “nurses are skilled but not educated”, while Komal noted that teaching is considered the last resort for individuals who failed to get their first choice of profession. It was interesting to learn that none of our four teachers and nurses had picked their current career as a first choice, but had instead followed family members or been unsuccessful in other careers previously. Today, however, all participants express deep love and respect for their fields.

Expectations are unrealistic

Despite the lack of value often assigned to both roles, our communities simultaneously have high expectations of teachers and nurses. Rohit, who has taught in both Uttar Pradesh and Delhi, says: “Parents expect that in six hours of school, their child will be educated.” As a society, we do not properly acknowledge that these jobs are difficult or our own responsibilities in ensuring the education of our children, and our own personal health. These challenges can also be observed within systems themselves. Arti also talked about negative attitudes from doctors towards the work of nurses, sharing that “all the blame is put on nurses, not on doctors” when things go wrong.

Pay is low and hours are long

We were unsurprised to hear that all respondents felt that their pay was much less than other careers despite the high levels of time and effort that they invest at work. In some cases, salaries are also not paid on time. But with shortages in both careers, our teachers and nurses feel forced to put in extra time. Arti described working six 12-hour night shifts each week, while Rohit talked about classroom overcrowding and the impact this has on the attention they are able to provide to each child.

Based on these findings, Noora Health and STiR Education make the following recommendations:

Consider mechanisms to increase the appreciation of nurses and teachers

While teachers and nurses continue to receive low pay relative to other professions, these roles will continue to be devalued. Governments must find a way to increase salaries, recognising the years of training required to fulfil these roles, and encourage young people to pursue nursing and teaching as first choice careers.

However, we can also encourage greater appreciation in other ways. It is disheartening to hear that doctors can have negative attitudes towards nurses, while education leaders in many systems have long dismissed teachers as part of the problem in improving education outcomes. We must work to improve relationships within our systems, developing trust and understanding of the challenges faced by all roles, and then role-model this appreciation in our interactions with patients, parents and children. Both Noora Health and STiR Education are pleased to be addressing this aspect through our activities.

Invest in the development and wellbeing of nurses and teachers

All of our interviewees also told us that they were motivated by investment in their personal development. For systems, this can be a valuable and relatively low-cost mechanism to encourage retention and improvement of the existing workforce.

For example, STiR Education partners with state governments in India to improve their support for teachers and reignite their passion for teaching. A core focus on intrinsic motivation puts teachers at the heart of education transformation, and encourages systems to ensure that they have the autonomy, mastery and purpose to effect meaningful change.

Make nurses and teachers as co-designers in the health and education systems

Nurses and teachers are best-positioned to understand the ground realities of our health and education systems. They know the community needs, context, and individuals. We must invite them to be co-designers in hospitals and schools.

Noora Health works in collaboration with nurses to develop tools and resources with which to train family caregivers to provide care for their loved ones, thereby reducing readmission rates and frequent trips to the hospital. We are able to turn hospital waiting rooms into classrooms and empower family caregivers because our training materials were co-developed with the very people who care for the community every single day, and best understand the patients, their families, and the illnesses.

In conclusion: empathy to action

For a brief moment, COVID-19 evoked within many of us a sudden and overwhelming sense of appreciation for nurses and teachers. As Megha shares: “What we do is an everyday job but because of COVID it’s been seen”. We must channel the empathy we felt during the COVID-19 pandemic into action: speaking kindly to our teachers and nurses, appreciating their efforts, and recognizing that these individuals put care for the community before they put care of themselves.

Ravi is hopeful that a positive change is coming. Through education, he shares, it is possible to “improve the fabric of society so that kids learn to regard nurses and teachers as valuable.” Change, he explains, comes from the inside. As Megha told us, “teachers and nurses are doing such great jobs. We need to reimagine and redefine our perceptions of what these professions really are.” Let’s reconsider our own preconceptions of nurses and teachers – and encourage our systems to do the same.

The post A focus on nurses and teachers is key to transforming India’s health and education sectors. Here’s why. appeared first on World Education Blog.

Today, on October 5th, we celebrate World Teachers’ Day, a special occasion dedicated to celebrating and honouring the contributions of teachers in our society. It also serves as an opportunity to advocate for better working conditions, training and professional development for teachers.

Teachers are crucial for the successful integration of technology in education as the 2023 Global Education Monitoring Report, Technology in education: A tool on whose terms?, emphasized. Keeping teachers and students at the forefront of education technology is a must but within a student-centred approach. Digital tools should enhance, not replace, the essential teacher-student interaction for better learning outcomes.

Technology is transforming teaching worldwide and could, when mastered, equip teachers with tools to focus on student needs, providing access to various resources and encouraging meaningful interactions in the classroom.

For example, teachers can use technology to support personalized learning with adaptive platforms, flexible schedules, and exciting virtual experiences such as augmented reality. Tech-savvy teachers can also use different communication platforms to build strong connections with students and parents, which has been vital during the COVID-19 pandemic. In 2022, the REDS International Survey revealed that more than two thirds of teachers in the United Arab Emirates and Uzbekistan, and more than half of those in Burkina Faso and Ethiopia increased parent communication during the pandemic, relying more on technology.

But technology adoption by teachers is not straightforward. First, inadequate digital infrastructure is a major issue. During the pandemic, only two in five teachers used their personal devices in 165 countries. One-third of schools had only one device for educational use, causing significant disruptions in the learning process. Teachers with disabilities worldwide also face technological challenges. In Ethiopia, the absence of assistive technologies such as screen readers, magnifiers, e-books, and word prediction programmes is a significant barrier to their full participation. In fact, some teachers may not even be aware of the existence of certain assistive technologies.

To take advantage of technology in education, teachers must be prepared to use it. Some educators also lack the necessary training to harness digital tools effectively. The 2018 TALIS shed light on this, indicating that only 43% of lower secondary school teachers felt adequately prepared to use technology for teaching after training, and 78% of teachers lacked confidence in employing technology for assessments. Many countries also face a shortage of science and mathematics teachers because few enter the profession and even fewer stay. In the United States, there were over 30,000 vacancies for physics teachers in 2019. Policies to encourage recruitment, training and retention of teachers in these subjects include bonuses upon signing, salary supplements and the targeting of graduates or professionals who currently have a non teaching career.

Countries are taking steps to help teachers acquire the necessary skills in technology

An analysis of the 211 GEM Report’s PEER country profiles on technology in education suggests that more than half of the countries in four different regions have included ICT standards for teachers in their policies, guidelines, training plans, development strategies, or similar efforts. However, this happens much more often in wealthier countries (62%) compared to less affluent ones (33%) (Figure 1). One in 4 countries globally have laws ensuring training for teachers in education technology, whether during their initial training or later on. Notably, 84% of these systems have strategies for ongoing professional development, while 72% focus on technology in pre-service education. Moreover, by 2022, more than 80% of low- and middle-income countries had introduced digital skills training for teachers from primary to upper secondary education. Although the percentage was lower for pre-primary teachers, it increased from 48% in 2020/21 to 62% in 2021/22.

Teachers are also increasingly taking it into their own hands to enhance their skills and foster collaboration

In the Caribbean, over 80% of surveyed teachers are part of professional WhatsApp groups. Among them, 44% use instant messaging weekly for collaboration. This virtual network enhances in-person collaboration and is now an integral part of teachers’ lives. In Flanders, Belgium, KlasCement, originally a non-profit initiative which is now under the Ministry of Education, has become a hub for teachers, providing a platform for discussions on distance learning. At the start of the pandemic, over 22,000 teachers joined this platform, sharing more than 500 learning resources and initiating over 50 discussions weekly.

On this World Teacher’s Day, let’s thank once again the teachers worldwide for their invaluable contributions and celebrate the strides made to empower teachers to use technology effectively in their classrooms. Increasing their active participation in shaping policies would be crucial to further enhance their impact. This not only brings valuable insights but also fosters a critical attitude toward technology. Together, let’s stand with our teachers, equipping them with the skills and confidence required to thrive in today’s ever-evolving education landscape.

The post Advancing education with technology: Honouring teachers on their day appeared first on World Education Blog.

Why is technology integration—using technology to enhance teaching and learning for greater efficiency, effectiveness, and engagement—such a formidable challenge for teachers across the globe? While it stems partially from specific requirements, such as equitable technology access, comprehensive teacher training, and robust support systems, these factors alone do not guarantee successful integration.

Integrating technology well remains elusive for many teachers—both wealthy and poor. One example of the former can be found in my 2019 research with teachers in a wealthy Latin American international school who struggled to excel in technology integration despite an abundance of technology. To better understand why integrating technology is so challenging, I conducted extensive interviews with 70 teachers from 17 countries for my background paper on teachers and technology for the 2023 GEM Report.

Teachers show strong willingness to use technology

If I could have access to technology in my school, I would be the happiest teacher in the world.

– Zambian teacher

We have long recognized that teachers’ beliefs wield significant influence when it comes to technology use and integration, even within well-resourced environments. Teachers’ perceptions regarding technology and its potential to help them achieve their primary instructional objectives, as well as their pedagogical beliefs, particularly in terms of teacher-centred versus learner-centred approaches, play a pivotal role in the integration process.

The teachers I interviewed exhibit a high level of motivation and enthusiasm for technology, evident both in their personal use of devices (phones) and their utilization of technology (where available) in school settings. Furthermore, they unanimously endorse learner-centred instructional approaches.

Yet these beliefs and willingness, however positive, do not automatically result in readiness or the necessary confidence and self-efficacy to integrate technology well. The causes of this disparity are less attributable to the teachers themselves and more rooted in the systems in which they operate.

Organizational cultures undermine readiness 

The bureaucracy stifles everything; it stifles innovation. People make decisions for us without consulting us. 

– American teacher

The educational bureaucracy profoundly influences technology integration, shaping it through policies, values, and organizational culture. Beyond the basics of infrastructure and training, successful integration demands a shared vision, leadership, planning, a change-oriented environment, and a culture that fosters innovation and experimentation. Alignment of educational components—curriculum, assessment, pedagogy, and teacher evaluation—to technology use is vital. Minus such coherence, technology’s potential to enhance student learning is precarious.

For teachers interviewed for this background paper, the education system itself presents the most significant barrier to integration. Unstable policy environments exacerbate their efforts, with priorities and initiatives shifting each time there’s a new government or Minister of Education. Official views of technology integration often focus solely on equipment and basic training while neglecting vision, integration frameworks, curriculum alignment, assessment strategies, standards, and time for planning.

This reductionist approach, driven by simplicity and speed, overlooks the breadth and depth needed for meaningful technology integration. The absence of a unified vision results in inconsistent policies that exist only on paper, uneven technology implementation, and a lack of coordination across education levels.

Effective pre- and in-service education is lacking

Preservice Education

Using technology is distinct from integrating it into teaching, as the above quote makes clear. In a 21^st century education system, pre-service teachers are increasingly expected to incorporate technology into teaching. However, many pre-service programs provide minimal exposure to technology integration, leaving teachers ill-prepared to use technology effectively particularly in learner-centred ways.

This deficit in pre-service education constitutes the second major barrier to technology integration for teachers I interviewed. For these teachers, their pre-service programs failed to model effective technology integration, offered little guidance in technology-based instructional design, and often consisted of theoretical courses taught by individuals lacking classroom experience. Not surprisingly, many teachers reported graduating without the confidence or ability to integrate technology.

This critique aligns with broader research findings. For instance, the Teaching and Learning International Survey (TALIS) in 2018 showed that, after their pre-service training, only 43% of teachers felt well or very well prepared to use technology for teaching in upper-middle- and high-income countries. Recent data from the International Society for Technology in Education (ISTE) noted that 56% of American teacher graduates lack confidence in using technology for teaching.

In-service professional development

Though the training is beneficial, none is excellent. To call any technology training ‘excellent’ means it should meet much higher standards:  it should be more tailored and include up-to-date skills relevant to our subject matter, plus personal coaching, and more follow-up support.

– Georgian teacher

Professional development quality and consistency pose a significant barrier to effective technology integration. While some teachers appreciate their professional development experiences, others lament its inconsistency and variable quality. These concerns extend to the formats of professional development sessions, with issues such as large-scale workshops in hotel conference rooms rather than in-school professional development with limited opportunities for peer collaboration and practical application in authentic settings: their schools. In the Global South, donor-funded programs persist in using the ‘cascade’ or train-the-trainers approach—despite being discredited in research—and employ teacher ‘trainers’ who more often than not lack actual sustained teaching experience.

How do we support teachers to become ready and able to integrate technology?

As interviews show, their enthusiasm for technology notwithstanding, the barriers teachers face are largely beyond their control and negatively impact their confidence and self-efficacy regarding technology integration. Nonetheless, within these barriers lie the seeds of their potential solutions.

Building organizational readiness: Education systems must prioritize technology integration that fosters learner-centred instruction and critical thinking. They should develop and communicate a clear vision of what exemplary technology integration looks like in practice. This involves developing strategies, goals, and benchmarks for teaching and learning with technology and selecting technologies that enhance, rather than hinder, student-centred learning.

To demonstrate this commitment, education systems should furnish teachers with well-defined frameworks for technology integration, streamlining the process. And they must ensure that the essential support structures, encompassing organizational, pedagogical, and teacher-related components, are in place to facilitate seamless technology integration.

Building teacher capacity: Pre-service education must model technology integration and help pre-service teachers design engaging and rigorous technology-based activities.

Pre-service teacher education programs should prioritize practical teaching experience over theoretical knowledge. They can start by reconfiguring hiring criteria—pre-service teachers don’t need a researcher with a PhD lecturing them about teaching; they need a practicing teacher modelling good instruction with technology. Pre-service instructors can get closer to schools through frequent classroom observations and being mentored by experienced primary and secondary school teachers.

Despite their critiques of the teacher professional development (TPD), teachers value TPD and want more of it: more variety, more modelling of best practices, more collaborative learning opportunities with colleagues, more instruction from other teachers versus experts, support and follow-up, and more official recognition for the vast amount of self-directed learning teachers do on their own via the Internet.

—

Technology integration is extraordinarily challenging—involving use, design, instruction, and assessment—all of which are complex. But teachers are more than willing to devote themselves to effective technology integration. We can reward this willingness by embarking on the necessary systemic changes to help them effectively integrate technology into their teaching practices. Educational agencies, donor programs, and school systems that do this will not simply be improving teachers’ ability to integrate technology, they will be increasing their teachers’ overall effectiveness.

For a deep dive on the above issues and paths forward, see Education Development Center’s Distance Education for Teacher Training (2023, open access), a review of research on teaching with technology and a guide for best practices in supporting and preparing teachers to integrate technology.

The post Willing but not yet ready and able? Teachers’ ongoing technology integration challenges appeared first on World Education Blog.

OTPP is the largest single-profession pension plan in Canada, managing more than US$182 billion in net assets on behalf of Ontario school teachers. Its website says that it invests “strategically across key markets and sectors to deliver steady returns”.

Before 1990, assets of the plan had been invested in government bonds only. Now, investments are made in fixed income, public and private equity markets, real estate, infrastructure, natural resources, credit, and venture capital through the Teachers’ Venture Growth (TVG) platform – hence the crypto investment.

“Naturally, not all of the investments in this early-stage asset class perform to expectations,” the statement issued by OTPP said. The statement also assured teachers that the financial losses will have limited impact because the investment represents less than 0.05% of its total net assets.

No matter the amount, the decision to take the risk is what is being questioned. It is the second questionable investment made by a major Canadian pension plan in cryptocurrency to make the recent news. The ‘Caisse de depot et placement’ for teachers in Quebec invested US$150 million into the crypto platform Celsius Network Ltd. just ten months after it had launched and lost it all when it filed for bankruptcy in July.

“It is certain, when we now look at it, that we went in too early into the sector, which was in transition”, the president at the time told the press.

Crypto currency is not without controversy. El Salvador has adopted bitcoin as a currency, while the United States refuses to recognize it as legal tender. China’s government has prohibited all cryptocurrency transactions. The sector has suffered severe cuts, with cryptocurrencies estimated to have lost US$2 trillion in value in 2022.

One teacher reported saying he expected teachers would be infuriated that their pensions had been invested in such a ‘volatile sector’ of the market.

Although Canadian teachers are some of the best-paid in the world, globally, teachers are generally not paid much in comparison to workers in other sectors, especially in high-income countries. This makes the financial stability of their pension critical, and now more so than ever, when so many are considering leaving the profession after burn-out as a result of COVID-19. Greater care needs to be paid to ensuring that the investments made by pension plans are not risky.

Generally, pension plans for teachers, from Canada to the United States, or from Kenya to South Africa are a calculation made up of the number of years the teacher has worked and their final salary. But countries are not able to cover all those costs, which is where investments are made to fill the gaps.  In countries where relevant data is available, however, there is some evidence that pension funds have made more risky assumptions about the expectations of payback from their investments.

Faced with a global recession, risky choices affecting the financial stability of the teaching profession will ultimately end up making the profession even less attractive than it is and education will suffer. Given that over 60% of the world don’t actually know what crypto currencies are, and 32% who have invested in bitcoin also admit not understanding it well enough, perhaps there are better ways of investing teachers’ futures.

The post Teachers in Ontario invested their pension funds in the failed cryptocurrency platform appeared first on World Education Blog.