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Teaching and learning Achieving quality for all. Name: Event: Location, date 2014. Key messages. By 2015, many countries will still not have reached the EFA goals. There is a global learning crisis that is hitting the disadvantaged hardest. - PowerPoint PPT Presentation
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Teaching and learning
Achieving quality for all
Name: Event:
Location, date 2014
By 2015, many countries will still not have reached the EFA goals.
There is a global learning crisis that is hitting the disadvantaged hardest.
Good quality education can only be achieved with good quality teachers.
Global education goals after 2015 must track progress of the marginalized.
Post-2015 goals must include specific targets to finance education.
Key messages
EFA goals will not be reached by 2015
Goal 2: Universal primary education 57 million children are out of school, half of whom live
in conflict-affected countries. In sub-Saharan Africa, only 23% of poor, rural girls
complete primary education.
Goal 1: Early childhood care and education 1 in 4 children under 5 suffer from stunting, because of
malnutrition. 50% of young children have access to pre-primary
education, but only 17% in low income countries.
Goal 3: Youth and adult skills 69 million adolescents are out of school. In low income countries, only 37% of adolescents
complete lower secondary education, and only 14% of the poorest.
EFA goals will not be reached by 2015
The number of adolescents out of school declined slowly
South and West Asia
22 22
40
31
Sub-Saharan Africa
Source: UIS database.
107
57
0
20
40
60
80
100
120
1999 2001 2003 2005 2007 2009 2011
Mill
ions
Out-of-school children
101
69
81
73
Out-of-school adolescents
EFA goals will not be reached by 2015
Goal 4: Adult literacy 774 million adults are illiterate, a decline of just 1% since
2000. Almost two-thirds of illiterate adults are women.
Goal 5: Gender parity and equalityThere are fewer than 9 girls for every 10 boys: in 17 countries at primary level in 30 countries at secondary level.
By 2015, many countries will still not have reached the EFA goals
Source: Bruneforth (2013).
Percentage of countries projected to reach a benchmark for five EFA goals by 2015
Failing to reach the marginalized
Fall in aid threatens education in the poorest countriesThere is a financing gap of $26 billion per year
Source: OECD-DAC (2013)
Yet, aid to basic education fell by 6% between 2010 and 2011
Only US$1.9 billion of basic education aid was allocated to low income countries in 2011.
3.0 3.3 3.6 4.2 4.6 5.1 5.2
6.2 6.2 5.8
0
2
4
6
8
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Con
stan
t 201
1 U
S$
billi
ons
After 2015, financing targets should be set for countries to allocate:
at least 6% of GNP on education; only 41 had reached this level by 2011
at least 20% of their budget on education; only 25 had reached this level by 2011
Financing targets should also apply to aid donors so that all funders are held to account for their promises.
Targets must be set so no one is left behind due to lack of resources
Teaching and Learning: Achieving quality for all
250 million children are failing to learn the basics
Many children in the poorest countries are not learning the basics
The cost of the learning crisis
Poorer children learn lessChildren completing primary school and achieving minimum learning standards in mathematics, sub-Saharan Africa and Latin America
Rich
0
20
40
60
80
100
Cha
d
Sen
egal
Mau
ritan
ia
Côt
e d'
Ivoi
re
Bur
kina
Fas
o
Mad
agas
car
Ben
in
Cam
eroo
n
Bur
undi
Con
go
Zam
bia
Moz
ambi
que
Mal
awi
Uga
nda
Nam
ibia
Leso
tho
Zim
babw
e
U. R
. Tan
zani
a
Ken
ya
Sw
azila
nd
Gua
tem
ala
Nic
arag
ua
Dom
inic
an R
ep.
El S
alva
dor
Pan
ama
Par
agua
y
Ecu
ador
Per
u
Col
ombi
a
Bra
zil
Arg
entin
a
Chi
le
Uru
guay
Cos
ta R
ica
Central and West Africa Southern and Eastern Africa Latin America
Chi
ldre
n of
prim
ary
scho
ol a
ge (%
)
Poor
One-quarter of those aged 15 to 24 in poor countries are unable to read a single sentence.
Poor quality education leaves a legacy of illiteracy
Four strategies for providing the best teachers
Strategy 1: Recruit the best candidates
Source: UIS (2013)
Replacement for attrition
3.7 million
Additional teachers
1.6 million
0
1
2
3
4
5
6
2011-2015
Tota
l prim
ary
teac
her r
ecru
itmen
t nee
ded
(mill
ions
)
0.7
Sub-Saharan
AfricaAll
other 60%
• 1.6 million additional teachers are needed to achieve universal primary education by 2015
• On current trends, 29 countries will not even have filled their primary school teacher gap by 2030
• 5.1 million additional teachers will be needed to achieve universal lower secondary education by 2030
Policy-makers must attract the best candidates to teaching
POLICY RECOMMENDATIONS:
All trainees need, at a minimum, to have completed secondary education with good grades.
There should be a good balance of male to female teachers.
Teachers from a diverse range of backgrounds need to be attracted to the profession.
Pupil/trained teacher ratio
Source: UIS database.
0
20
40
60
80
100
120
140
160
Bar
bado
sD
omin
ica
Qat
arK
yrgy
zsta
nG
uyan
aN
icar
agua
Sol
omon
Is.
Bel
ize
Libe
riaC
omor
osLe
soth
oS
.Tom
e/P
rinci
peN
iger
iaE
quat
. Gui
nea
Togo
Gui
nea
Gha
naS
udan
(pre
-sec
essi
on)
Sie
rra
Leon
eM
ozam
biqu
eC
amer
oon
Ban
glad
esh
Sen
egal
Mal
iB
enin
Cha
dE
thio
pia
Gui
nea-
Bis
sau
C. A
. R.
Pup
ils p
er te
ache
r
Pupil/teacher ratio
Strategy 2: Train all teachers well
In one out of three countries, less than three-quarters of teachers are trained to national standards
Teachers must have good subject knowledge.
Teachers must be equipped to meet the needs of those from disadvantaged backgrounds.
Teachers need training in the use of assessment tools to detect and address learning difficulties early.
Teacher trainees should have classroom experience and new teachers need support of mentors.
Training must not stop once teachers are in the classroom.
Teacher educators need training too.
POLICY RECOMMENDATIONS
Policy-makers must provide good quality pre-service and ongoing teacher education
Strategy 3: Allocate teachers to reach the disadvantaged
1. Urban bias
2. Ethnicity and language
3. Gender
4. Subjects
The unequal allocation of teachers is affected by four main factors
Teachers should be provided with incentives to work in remote areas
Local recruitment of teachers helps to ensure sufficient teachers are working in difficult areas
POLICY RECOMMENDATIONS
Policy-makers must allocate the best teachers where they are most needed
Strategy 4: Provide incentives to retain teachers
0 10 20 30 40 50 60MoroccoMexicoKenyaNigeriaEstonia
HungaryMauritania
U. R. TanzaniaPoland
Slovak RepublicEthiopiaEritrea
Côte d'IvoireCape Verde
SenegalAngolaBenin
MalawiBurkina Faso
CameroonBurundi
S. Tome/PrincipeCongo
MaliNigerTogo
GambiaSierra Leone
GuineaChad
RwandaComoros
MozambiqueUgandaZambia
MadagascarD.R. Congo
Guinea BissauLiberiaC. A. R.
Daily salary of a primary school teacher, 2011 PPP US$
Source: Pole de Dakar database; OECD (2013b).
In Liberia, where a family needs at least US$10 per day, teachers are paid only US$6 a day.
Teachers in some poor countries are not paid enough to live on
Strategy 4: Provide incentives to retain teachersMany West African countries have a teaching force made up largely of people on short-term contracts
0
102030405060708090
100
Rw
anda
Mal
awi
Com
oros
Bur
undi
Côt
e d'
Ivoi
re
Gam
bia
Uga
nda
Gui
nea
Bis
sau
Mad
agas
car
Con
go
C.A
.R
Sen
egal
Togo
Bur
kina
Fas
o
Gui
nea
Cha
d
Ben
in
Cam
eroo
n
Nig
er
Mal
i
Sha
re o
f tot
al p
rimar
y te
ache
r wor
kfor
ce (%
)
Civil servant Contract
Source: Pôle de Dakar database.
Teachers should be paid enough to meet at least their basic needs, and offered the best possible working conditions.
Teachers also need an attractive career path that rewards those who address diversity and support weak students.
POLICY RECOMMENDATIONS:
Provide incentives to retain the best teachers
Measures are needed to address teacher misconduct:
to tackle gender-based violence
to reduce teacher absenteeism
to prevent teachers offering private tuition to their own students.
Strengthen teacher governance
Support learning from the earliest years delivered at an appropriate pace
Provide education in relevant languages
Promote inclusion through the curriculum
Provide accelerated second-chance programmes
Identify and support low achievers with classroom assessment
Provide appropriate curriculum & assessment strategies
Policy-makers must ensure teachers are supported by strategies that:
Make teachers part of the solution
www.efareport.unesco.org
Blog: efareport.wordpress.com#teachlearn / @efareport