NTI to take stock of progress made in support of teacher policy and improved learning outcomes at 12th Policy Dialogue Forum in Dubai
How have seven key international partners been working with countries in support of teacher policy and improved learning outcomes? How has this collaboration contributed to SDG 4.c and the Education Agenda 2030? These questions and more will be examined when the NTI International Steering Committee convenes on the 7 December 2019 ahead of the 12th Policy Dialogue Forum in Dubai, UAE.
The annual Policy Dialogue Forum of the International Task Force on Teachers for Education 2030 (TTF) is the platform to present and examine the implications of teacher targets related to the SDGs. This year’s forum takes place in Dubai, UAE from 8 to 11 December 2019. The theme “The Futures of Teaching” focuses on emerging trends and challenges, as well as the in-roads made by Member States and organizations towards the achievement of the SDG 4 target on teachers (4.c).
The event is particularly significant to the work currently taking place under the “Strengthening multi-partner cooperation to support teacher policy and improve learning” (the Norwegian Teacher Initiative) which focuses on strengthening cooperation among international education partners for stronger teacher policies in Burkina Faso, Ghana, Malawi and Uganda. At present, all four countries have successfully undertaken and completed individual country mappings to identify priorities for the development and implementation of their national teacher policies.
Under the Norwegian Teacher Initiative, strengthening the capacities of national education authorities and teacher stakeholders to work together on the development of teacher policies is essential. In Uganda, for example, NTI has been working with national authorities to roll-out the Teacher Management Information System (TMIS) so that real-time data on teacher profiles is used in policy formulation, planning and implementation. By enhancing the capacity of country leadership to use data-driven approaches in its assessment of national systems and governance structures, national education authorities are better equipped to prioritize issues and find solutions best-suited to their country contexts. Jordan Naidoo, Director of Division for Education 2030 Support and Coordination at UNESCO Director notes that:
“Progress towards SDG4 across the region hinges to a large extent on empowering the teaching profession. We need more teachers and better-trained teachers to ensure that all children learn when they are in school. Addressing this challenge calls for holistic teacher policies that cover the whole scope of needs, from recruitment to deployment to professional support and teacher well-being, and accountability. These policies must be framed within wider education sector plans and national priorities. Through initiatives such as NTI, UNESCO and its partners are committed to supporting education authorities to develop and implement effective teacher policies, using evidence and tools to improve teaching and learning for all.”
NTI’s aim is to mobilize key global education partners in favour of teachers and teaching for improved learning, and draws on the comparative advantages of seven cooperating partners: the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the International Task Force on Teachers (TTF), the United Nations High Commissioner for Refugees (UNHCR), the United Nations Children’s Fund (UNICEF), Education International (EI), the Global Partnership for Education (GPE), the International Labour Organization (ILO), and the World Bank.