Technical paper: Building back better: preparing and supporting teachers to address the learning crisis
The UNESCO Asia and Pacific Regional Bureau for Education (UNESCO Bangkok), in partnership with the UNICEF Regional Office for South Asia (ROSA), the UNICEF East Asia and Pacific Regional Office (EAPRO) and the Ministry of Education of Thailand, will convene the 2nd Asia-Pacific Regional Education Ministers’ Conference (APREMC-II) in June 2022 to reflect on how education systems can be strengthened and transformed to become more equitable, inclusive, responsive, relevant and resilient to better deliver on the Sustainable Development Goal (SDG) 4 commitments.
This background paper has been commissioned by UNESCO Bangkok and the convening partners to facilitate discussions on teacher education and professional development at the primary and secondary education levels. The participating Member States will deliberate priorities and plans for teachers in their post-COVID-19 learning recovery and reconstruction efforts during the conference. Drawing on existing studies and reports, the paper focuses on the following issues in the Asia-Pacific region:
• Overview of the teaching profession and the impact of the learning crisis and COVID-19 pandemic on teachers;
• Promising policies and practices to strengthen teachers’ competencies and performance for the post-COVID-19 learning recovery and reform;
• Teacher competencies required for learning recovery (including assessment of learning levels, identification of learning loss and recuperation), addressing the learning crisis, teaching in digital and hybrid environments, optimizing governance and leadership and enhancing teachers’ well-being; and
• Recommendations for preparing and supporting teachers for learning recovery, addressing the learning crisis and for education in the new normal and for the future.
While other important issues related to teachers – salaries, working conditions, recruitment, deployment, and so on – need equal attention and discussion, this paper specifically focuses on issues related to teacher education and professional development. Particular attention has also been given to spotlight teachers in non-formal education (NFE) settings since they are often overlooked, or receive minimal consideration, in national education policies and teacher professionalization plans. It is hoped that this paper will contribute to discourse on the teaching profession during and beyond APREMC-II.
You can find the policy brief here.
To learn more about the conference and other downloadable materials, click here.