International Conference on Education.

Workshop 4A. 9 September 2004.

Quality Education and the key Role of Teachers

The workshop began with a video produced by the IBE portraying the Ministry of Jordan’s efforts in teacher training and professional development particularly in the area of information and computer technology. The video stressed the importance of encouraging teachers to be constant learners, ready to adapt to new situations. Teachers were depicted as the pillars of reform, and the importance of new technologies for education in today’s world was emphasized. 

The discussion opened with “quality” in education being defined in terms of the inputs (content and process of education). The criteria for quality include: access, infrastructure, environment, student-teacher ratio, teacher learning resources, adequate learning time, adaptation of curriculum to current social needs, student health, parent attitudes, etc. 

The need to revalue the role of teachers was underlined. Teacher training, conditions and motivation were highlighted as key contributors to achieving educational quality. Teacher education must form an integral part of educational planning strategies. Working conditions are related to motivation and ultimately influence teacher performance.

The role of teachers is changing and so appropriate training, which goes beyond academic training, must be provided so that they can meet current social realities and needs. The need to have more flexibility and should be involved in curriculum design.

Accountability systems for teachers, while necessary, must take into account situations where government responsibility is not shown to them.

The role of teacher associations and trade unions in increasing professionalism was acknowledged.

Some of the points made during the lively discussion that followed were:
· In several countries provision for teacher training is deteriorating; for example, 75% of teachers in Benin are untrained. Many African countries as well as the NGO Education International denounced structural adjustment policies that allow this situation to grow.
· Poor salaries in developing countries as well as poor working conditions lead to a lack of motivation, although a recent survey in Palestine showed respect and freedom to be important motivation factors. South Africa talked about the problem of developed countries “poaching” teachers from developing countries.
· Teachers need a grounding in human rights and social responsibility and training as reflexive practitioners.
· Many countries, e.g., Morocco and Rwanda have introduced measures to improve training and conditions for teachers.
· The value of educators other than teachers should also be recognized.