E 9 meeting
on
Teacher Development
for
inclusive relevant Quality Education
The critical role of E 9
• The E 9 countries represent 60% of the world’s
population and 2/3 of the children out of school
• EFA goals on early childhood care and education,
primary education, youth and adult learning needs,
literacy, gender equality and quality in education will
therefore, not be achieved globally if they are not
achieved in the E-9 countries.
Linkages with Bali 2008
• The E 9 Ministers of Education, senior officials and
educational professionals met in Bali, Indonesia, from 10 to 12
March 2008, reaffirmed the central role of a sufficient,
motivated and professionally competent teaching force
in the achievement of the EFA goals.
• No education system can rise above the quality of
its teachers, as they are key factors in improving the quality
of education as well as expanded access and equity
Linkages with Bali (Contd.)
• Employment conditions, retention, professional training and career
prospects of teachers
• The use of Information and Communication Technologies (ICT) and Open
and Distance Learning (ODL) for teacher training
• South South co-operation - reaffirmed the role and value of the E-9 as a
platform for the exchange of knowledge, best practices, lessons
learned and expertise in education, in view of the rich and diverse
experiences which the E 9 countries have to share and the comparable
challenges which they face.
Linkages with Bali (Contd.)
• Strengthen Education Management Information Systems (EMIS)
and ensure the inclusion of comprehensive data on teachers;
• Develop evidence-based teacher-related policies, including teacher
education and training, as an integral part of systemic education reform;
• Develop teacher professional standards for quality assurance;
• Promote, partnerships in each country, among government, nongovernmental and academic organizations and institutions, in the
research, development and dissemination of innovative
approaches to teacher development to meet the emerging education
challenges of the 21st century;
• Develop regional and sub-regional projects and collaborative
research and studies, with particular regard to ICTs and ODL, with
technical support from the E-9 Secretariat and from UNESCO;
Fourth International Policy Dialogue Forum
on Teacher Challenges for EFA in India




Professional development of teachers ;
Decentralization: challenges and steps forward;
Gender issues in teaching force
Public-private partnerships to address the teacher
gap;
 Inclusive education: Teachers for children with
special needs
 Monitoring & Evaluation of teacher policy
reforms.
Key lessons
• Cross fertilization needed with global perspectives on issues
• Teacher Education still lies in behaviouristic paradigm whereas
we emphasize on constructivism in schools.

Need to have organic linkages of the TE with other departments
within university.

Revitalisation of DIETs is essential.

Teaching is a social practice and not a technical practice.
• Need to move away from dualities in teacher education
Key lessons 2
• Success of distance education programme through ICT
needs more research.
• Focus on institutional frameworks for TE rather than
individual teachers.
• Building capacities of teachers for contextualization and the
development of appropriate teaching/learning
methodologies.
• Developing strategies for mobilizing community
participation
Developments in India
•
The National Curriculum Framework on Teacher Education (NCFTE, 2009);
•
Model curriculum prepared in line with the NCFTE
•
Assessment of the capacity building needs and training capacity in different states
•
Minimum qualifications for teachers for Class I-V, and classes VI-VIII;
•
Degree/Diploma in Special Education recognised as it orients and prepares teachers for looking into
the special educational needs of differently abled children.
•
Teacher Eligibility Test (TET), to ensure that only qualified persons with the right aptitude,
knowledge and orientation join the teaching profession.
•
Revamping National Council on Teacher Education
•
Launch of national programme for revamping teacher education in the country
A Decade of Progress Toward EFA
Majority of children enrolled in formal primary schooling
Out-of-school, primary school age, children have declined
For many countries gender parity in primary education
seems feasible by 2015
Millions of adults have become literate
Literacy scenario in India
90
82.14
80
74.04
70
PERCENT
60
52.21
50
20
10
53.67
45.96
40
30
65.46
64.13
39.29
34.45
27.16
18.33
25.05
21.97
24.84
21.59
16.68
8.86
0
1951
1961
1971
1981
1991
2001
2011
CENSUS YEAR
Persons
Males
Females
Male - Female gap in literacy rate
EFA Goal 6 Remains a Challenge
Improving all aspects of the quality of
education and ensuring excellence of all so
that recognized and measurable learning
outcomes are achieved by all, especially in
literacy, numeracy and essential life skills.
Topics of discussion: Structure Of The
Framework
E 9 meeting on Teacher Development for
Inclusive Relevant Quality Education
• Builds on the recommendations of E 9 meet in Bali, and the work
accomplished by the International Task Force on Teachers for EFA
on teacher-related challenges, this E 9 meeting will focus on
Teacher Development for Inclusive Relevant Quality Education and
address the following four issues:
1.
2.
3.
4.
Qualification framework and competency standards.
Management of teacher education and the issue of quality
inclusive education.
Teacher education and training: the question of inclusive relevant
quality education.
Financing for the inclusion of teacher training for relevant quality
education.
Objectives of the meeting
• Formulation of outline of an action plan for
teacher development for inclusive relevant
quality education in E-9 countries
• Decisions on next steps
• Articulation of the outcome of this meeting with
the E-9 Ministerial Review Meeting later in the
year
Thank you!