*This event has been rescheduled for March 27th 2019. Due to the date change, registration will not be automatically transferred from the original date (January 24, 2019). Registration will close at 4:00 PM on Tuesday, March 26th.*
Children, teachers and communities affected by crisis and conflict require resilient, agile and high-quality education systems to ensure that students and teachers are able to heal and to engage in the teaching-learning process. In this second panel of this series on teacher professional development, we will explore how the international education community and other partners can and are responding to these critical educational challenges throughout the world. Please see below for more information about the series.
The Importance of Teachers in Developing Countries
A Series from the SID-Washington Education for Development Workgroup
Educating children can improve individual health and socioeconomic status, but learning requires more than just getting to school. If all children are to enjoy the benefits of attending and staying in school, more teachers are needed. In fact, a total of 28.5 million new teachers will be needed by 2030 for there to be universal primary education. (UNESCO, October 2016)
The international education community has pledged to achieve universal primary and secondary education by 2030 as part of Sustainable Development Goal 4 (SDG 4). However, about 263 million children and youth are out of school, according to recent UIS data including 25 million children of primary school age who will likely never set foot in a classroom. Further, just 14% of youth complete upper secondary education in low-income countries.
Clearly, SDG 4 requires a ‘re-think’ of the provision and quality of education and teachers. Every education system is only as good as the teachers who are in the classroom. Study after study has confirmed their critical role in improving education quality and learning outcomes, which is why SDG 4 calls specifically for a major increase in the supply of qualified teachers and more support from the international community for teacher training in developing countries (Target 4.c).
This series will explore what skills are necessary in the 21st century for teachers’ worldwide, innovative approaches to teacher preparation and disruptive programs that are challenging traditional ways countries prepare teachers.
1129 20th St NW