Teaching and learning
Achieving quality for all
Manos Antoninis Regional launch of the 2013/4 GMR
Islamabad, 29 January 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
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
ion
s
Out-of-school children
101
69
81
73
Out-of-school adolescents
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 in sub-Saharan Africa
Fall in aid threatens education in the poorest countries
There 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
Co
nst
an
t 2
011
US
$ b
illio
ns
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 less
Poorest children completing primary school and achieving minimum learning in reading
India, 2012
Pakistan, 2012
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
te
ach
er
recr
uitm
en
t n
ee
de
d (
mill
ion
s)
0.7
Sub-Saharan
Africa
All other 60%
Policy-makers must attract the best candidates to teaching
Strategy 1: 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
(pr
e-se
cess
ion)
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.
Strategy 2: 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
Strategy 3: 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 60
MoroccoMexicoKenyaNigeriaEstonia
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
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.
Strategy 4: 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 and 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
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