European Union support to The International Task Force on Teachers for EFA
1. Case studies on efficiency and effectiveness of teacher policies and practices
Successful reforms and innovations in teacher policies and practices were reviewed in two regions: (1) Sub-Saharan Africa (Ghana, Uganda, Nigeria and South Africa), and Asia and Pacific (Bangladesh, Indonesia and Vietnam).
The reports of these studies were validated by national policy makers and experts from participating countries and regional entities. They were also shared during international conferences and policy dialogue forums organized by the Task Force. The studies and discussions highlighted factors promoting or hindering the implementation of teacher-related reforms, country ownership of results, and full engagement of multiple stakeholders. These reports are visible on the Task Force Website (http://www.teachersforefa.unesco.org/).
2. Enhanced dialogue among education stakeholders on teacher issues
EU's support to the Task Force also contributed to the organizing of policy dialogue forums and conferences. The discussions and recommendations from these forums have offered countries the opportunity to draw lessons from other countries’ cases presented, and to initiate partnerships in support of reform initiatives addressing quality, equity and financing of teacher education and development. This is the case of the Policy dialogue forum held in Bali, Indonesia (September 2011) on the topic: Ensuring Equity in Country Policies and Practices for Providing Quality Teachers toward Achieving the EFA Goals by 2015.
Other teachers for EFA Conferences were held in Africa: Nairobi, Kenya (January 2011) on the theme: Collaborative Action to address the teacher gap. In collaboration with the Government of Kenya, this conference gathered over 150 participants, including ministers of education, experts, teacher union representatives and development partners from 46 countries and 22 inter-governmental and non-governmental organizations. The outcomes include recommendations following which Nigeria National Commission for College of Education (NCCE) and UNESCO Office in Abuja organized a national assessment of the teacher gap and how to address teacher quality.
The EU contribution also benefitted the African Union who built on the conclusions of the Nairobi conference to enrich the content of its first ever Pan-African Conference on Teacher Education and Development (PACTED).PACTED was held in partnership with the Association for the Development of Education in Africa (ADEA), UNESCO, UNICEF and Education International (EI) as well as the government of Togo. The outcomes of PACTED and its recommendations on the provision of quality teachers for an inclusive education in Africa were included in the 2011 ECOSOC Annual Ministerial Regional Review Meeting (Africa), report included in the overall ECOSOC Review meeting. Furthermore, the Conference of Ministers of Education in Africa (COMEDAF) endorsed the recommendations of PACTED and decided to make of PACTED an annual event to review a roadmap and progress on teacher development on the continent.
3.Sharing of information on teachers
The main window of the International Task Force on Teachers for EFA is its website (http://www.teachersforefa.unesco.org/). While work is underway to make it fully serve its function, the website constitutes a repository for publications, data and information related to teacher issues and serves to promote information sharing among partners, policy makers and practitioners at the national, regional and international levels. It also functions as a platform for featuring country and institutions good practices and online discussions.