Adequate numbers of competent teachers are crucial to improving the quality of teaching and learning processes!

Such observations have been repeatedly highlighted by decision makers, professional associations, experts, as well as by international agencies. This was also re-affirmed by Ministers of Education who met at the 32nd General Conference:

“We find indispensable the role of teachers as purveyors of knowledge and values and as community leaders responsible for the future of our young. We should do everything in our power to support them and to learn from them.” (Final communiqué of the ministerial round table, 4 October 2003 – www.unesco.org).

The reality on the ground, however, is far from satisfactory. Many countries are confronted with a shortage of qualified teachers in a number of disciplines. Ensuring that all schools have adequate numbers of qualified and competent teachers can be a daunting challenge when confronted with the realities of low pay and low social status, heavy workloads, large classes, rare possibilities for professional development etc…).

Moreover, the teaching profession is becoming more challenging with the increasing social and cultural diversity that schools and classrooms are experiencing. Responding more adequately to the learning needs of children and youth requires a paradigm shift placing learning -- and not teaching -- at the heart of the educational process. Within such a perspective, teachers have to take on new, more complex and challenging roles. Learning process occurs largely through regular, direct interactions between learners and their teachers. A good teacher is increasingly one that is able to guide learners in an ever-expanding universe of knowledge, helping them to learn how to access information and communicate effectively. It is a teacher that promotes the development of social competencies and a learning environment that encourages children and young people to learn to live together and to become active and responsible citizens. These are important responsibilities that demand qualified and devoted professionals.

We invite you to share your thoughts and experiences around the following questions:

1.      What are the some of the specific challenges for the education of young people between the ages of 12 and 18/20 and what are some of the professional competencies – both traditional and new – do teachers need to respond to these challenges?

2.      In your experience, what type of pre-service and in-service training is needed to equip teachers to deal with these challenges and to improve the quality of education?

3.      If you had the possibility of deciding and mobilising adequate funding, what priority measures would you adopt to help teachers ensure quality education for young people?