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A Global Approach to Teaching Issues

UNESCO supports member states in the elaboration of a true teaching policy, which is consensual and shared by all education system stakeholders (See the presentation of the initiative on the UNESCO web-page) Launched in 2006, the originality of the initiative is to provide a global vision of teaching issues.

The Pôle de Dakar’s analysis focuses on the teachers diagnosis which is the first phase of the initiative. It involves the examination of a broad spectrum of fundamental aspects of teaching: quantitative needs, recruitment, training, career management, deployment, and so on.

Previously, the challenges were too often approached from specific angles (remuneration, training content, and so on), leading to segmented perspectives. Some dimensions indeed remained misunderstood: absenteeism, attrition, the effectiveness of training, and so on.

Supporting the Emergence of Teaching Policies

The objective of the initiative is to support the elaboration of global teaching policies, covering everything from the general context in which teachers evolve to their professional fulfillment.

The specificity of the approach is to involve all stakeholders in the diagnosis: members of the different ministries and training institutes, as well as representatives and development partners.

The search for quality requires a better level of dialogue with the teaching profession.

A Methodology that is Specific to Teaching Issues

A methodological guide to the analysis of teaching issues has been elaborated by UNESCO’s department for teacher training to support countries in carrying out this diagnosis. The methodology covers six areas:

    1. The global context of the teaching issue (macroeconomic aspects, education system resources, demographic context, enrollment trends, and so on);
    2. The estimation of primary and secondary teacher requirements (the analysis focuses in particular on the objective of universal primary education)
    3. The basic and ongoing training of primary and secondary teachers (the ability of basic training to respond to education system needs and the quality and effectiveness of ongoing training);
    4. The geographic distribution of teachers, absenteeism and attrition (coherence of teacher deployment by location, number of teaching hours lost due to absenteeism, teacher replacement procedures, and so on);
    5. Teacher status, remuneration and career issues (attractiveness of the profession, career progression and education levels); and
    6. The professional satisfaction of teachers and the social context (work with social partners, teacher s, professional associations, NGOs, the media, and so on).

    Learn more about the diagnosis: Methodological tools
    Consult the available publications by country: CSRs

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