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Teacher motivation & teachers’ working conditions: GLOBAL AND REGIONAL EVIDENCE
The document discusses the need for holistic educational reform, emphasizing equity, excellence, and efficiency in providing quality education to all children and youth. It outlines various strategies for improving educational outcomes, including teacher training, community involvement, and policy recommendations based on evidence from global educational reforms. Additionally, it highlights the importance of integrating research with practical teaching methods to enhance the learning environment and teacher effectiveness.
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Teacher motivation & teachers’ working conditions: GLOBAL AND REGIONAL EVIDENCE
- 1. Professor Vinayagum Chinapah Instituteof International Education Department of Education, Stockholm University UNESCO The 9th Policy Dialogue Forum, Siem Reap, Cambodia 3-7 December, 2016 GLOBAL AND REGIONAL EVIDENCE
- 2. WHAT GLOBAL EDUCATIONALREFORMS TELL US ? WE NEED A HOLISTIC APPROACH- 3E EQUITY Rights- EXCELLENCE Survival of the Fittest EFFICIENCY Value for Money All children and youth should have an equal opportunity to learn the skills and acquire the knowledge required to succeed in school and life regardless of ethnicity, sex, geography, disability, race or socioeconomic status. Excellence is equated with a high standard of performance, rather than one who is better than others. To excel means to surpass and to stand out from the rest. Educational resources should be used to promote society’s objectives as fully as possible . A system which cultivates all the talent in a society is genuinely efficient and effective. Educational reforms cannot substitute for social reforms. The former must be part of the latter if they are going to have a lasting impact.
- 3. LEARNING TO KNOW •mastery of learning tools • learn to understand • every human experience • broad general education with specialization in a few subjects LEARNING TO DO • adapt education to equip for the needs of the work place • certified skills to personal competence • Informal economy • innovations LEARNING TO LIVE TOGETHER • Diversity and Awareness • Xenophobia • not just tolerance but acceptance and understanding • Human rights • Swedish Perspective: Lifelong Learning • Move from physical to knowledge based (ICT) LEARNING TO BE • Complete development of the person • Self knowledge and relationship • Social progress • Imagination and creativity
- 4. Can Teachers AloneMake the Differences Needed in Students’ Learning? Earlier Surveys THE MODEL
- 5. LEARNERS’ VOICE Teacher’s Traitsand Learning Outcomes SIGNIFICANT FACTORS Human Traits Professional Traits Good Knowledge of the Subject-Matter Sense of Humour Fairness Towards Everyone Good and Interesting Person Understands Student’s Needs Positive Attitudes to Teaching
- 6. Schooling & Learners Dolike 57% Not quite 28% Very much 15% Love for schooling Bad marks 43% Teacher 2% Principal 3% Examination 52% Fear of schooling No 41% Yes 59% Feeling of boredom in school
- 7. MAJOR PROBLEMS INSCHOOLS TODAY WHAT LEARNERS & TEACHERS SAY TELL 20 October 2016 LEARNERS STRESS- STRESS & STRESS TEACHERS RESOURCES STRESS RESPECT
- 8. TEACHERS VOICES Teachers’ Opinionson School Reform The Reform (Lärarlyftet) for Teachers • Raise the level of SKILLS among Teachers so as to Improve the Quality of Educational Services. • (1) Certification - Degree in Education. • (2) Eligibility – Only Certified Teachers for Permanent Employment • Reform is a long process • More positive towards subject-study plans as tools for planning ones’s teaching. • Support the new Grading System as being just and fair. • Recommend future research how effective is the new standards for the subject-study plans. • Witness more stress (administrative burden) and need more support to students.
- 9. 1. High parentalexpectations for education • Long-term educational expectations • The ”American Dream” and Chinese expectations 2. Students’ belief in the power of effort • No essential distinction between people • Belief in success through hard work 3. The traditional personnel selection mechanism • The imperial examination system • The current examination system • The national college entrance examination in modern times • Idioms derived from the imperial examination 1. Openness of the Chinese Education System • International educational exchange • Introduction of overseas educational theories • Teachers equipped with educational theories 2. Curriculum and teaching reform in Shanghai 3. On-the-job teacher training 4. Improvement of comparatively poor schools in Shanghai 5. Special allocation of financial resources for compulsory education 6. Reform of high school enrollmentSource: Zhang & Kong (2012)
- 10. Evidence-Based Policy Recommendationsfrom Learning Outcomes Surveys Create more school libraries, extend the duration of basic education and reduce repeating Botswana, Mozambique, Senegal Enhance the role of the school heads and encourage them to participate in in- service training South Africa, Niger (MLA II), Mali (MLA II), Senegal Encourage parents to participate in school life, school meeting, and to help in homework South Africa, Mali (MLA II), Botswana, Gabon, Uganda, Burkina Faso, Senegal Reduce number of pupils class South Africa, Niger (MLA II), Botswana, Senegal, Mozambique Provision of adequate logistics: materials and resources for improving teaching and learning processes Botswana, Madagascar, Malawi, Mali, Mauritius, Niger MLA I, Senegal, Uganda, Zambia, Cameroon, Liberia Increase the ratio inspectors/teachers and teachers/pupils Gabon, Niger MLA II, Senegal South Africa Create a system for the local production of school materials (books, tables), conceive and revise school textbooks Comoros, Sao Tome & Principe, Burkina Faso, Mozambique Reduce or take in charge the school fees and develop access to schools Mali and Niger Raise awareness: local radios, newspapers and televisions programmes used to orientate parents/guardians and children Burkina Faso, Liberia, South Africa Encourage girls’ education and reduce pupils’ absenteeism Mali (MLA II), Burkina Faso
- 11. Research and Policy-Making HowDo They Relate for Classroom Teaching and Learning? • Every school must be developed into a good school. • The system must ensure access to competent teachers. • Schools and employers need to have a long-term focus. In order for schools to make a difference to all children and pupils, it is important that research is not seen as remote from what takes place in schools. In order to make a difference, teachers and principals must be able to combine knowledge that has resulted from research with knowledge that only the teachers themselves have about what works here, specifically with this particular cohort of pupils. General principles and specific practice meet in this type of learning.
- 12. FOCUSING ON SCHOOLLEADERSHIP Implications for Teacher Motivation and Teachers’ Working Conditions
- 13. Key Findings /Challenges Lack of policies and programs for professional development and leadership training to improve teaching and learning Differences in availability of training programs for school leaders and the teaching personnel Several countries were found to be lacking policies and programs for professional development and leadership training. Inequitable and low salaries to boost teacher motivation and working conditionsi Significant differences across the regions Low salaries deter many from working as teachers or school leaders In the situation of teachers quitting, school leaders often cover the work of the missing teachers Inconsistency of information and appropriate data in this field Lack of national and regional information and data related to the policies of school leadership and their implementation in many countries of the regions. Community involvement to improve policies and practices at local levels (participatory model) Structural incentives and reward systems to revitalize the profession Implementation of monitoring and evaluation systems for quality and efficiency.
- 14. University-School Partnerships Practicum -CPD- Action Research Some Lessons Learned for Novice Teachers
- 15. Key Findings /Challenges Practicums Establishing and maintaining institutional partnerships between universities and partner schools. Provide greater opportunities and create learning communities for student teachers. Further exposure and use of technology and modern teaching methods for in-service and pre-service teachers. Continuous Professional Development of Teachers (CPD) Create innovative CPD programs (corridor talks, learning walks, action research ..) to mitigate against resistance at Faculties of Education. Provide relevant mentorship programs for novice teachers to encourage them to build a long-term professional career. Provide better CPD training opportunities to promote teachers’ career advancement. Action Research Collaborative action research initiatives be promoted to improve teaching and learning among teachers, supervisors, school leaders and other relevant stakeholders. Closer links be established action research, practicum and CPD. Establish action research at school levels to empower teachers, school leaders and the learning communities for QEFA
- 16. QUALITY EDUCATION FORALL (QEFA) A Framework of Action Well-trained teachers and active learning techniques Adequate facilities and learning materials A relevant curriculum that can be taught and learned in a local language A learning environment which is gender-sensitive and safe System for assessing learning outcomes, including knowledge, skills, attitudes and values Participatory governance and management Healthy, well-nourished and motivated students Respect for and engagement with local communities and cultures Regardless of gender, wealth, location, language or ethnic origin, quality education for all (QEFA) implies
- 17. RECOMMENDATIONS Regions are highlydiverse within and between. Countries have their own unique characteristics and a unique set of challenges that require different policy decisions and prioritization. Training and Capacity Development • Inventory of needs and modalities for training across the three areas of (i) practicum; (ii) CPD; and (iii) action research. • Mobilizing adequate resources to improve training and further upgrading of school personnel, i.e. from school principals, tutors, to class and school teachers across the three areas identified. • Large-scale capacity development programs for practicums, CPDs and action research to boost teacher motivation and improve teachers’ working conditions • Training and upgrading of young and female school leaders, mentors and teachers, ToT programs, university-based programs Research, Information and Data Banks • Research and studies on the effectiveness of the factors influencing the quality of learning through teachers’ motivation and improved teachers’ working conditions within and across countries of the region • Information and data banks that could be used for having relevant and effective priorities and strategies for QEFA with a focus on teacher motivation and teachers’ working conditions.
- 18. Advocacy & Disseminationof Evidence-Based Information QEFA
- 19. Capacity Strengthening Capacity SharingCapacitySustaining Capacity Searching SDGs Goal No. 4
- 20. Prof. Vinayagum Chinapah,PhD Professor Institute of International Education (IIE) Department of Education Stockholm University Tel: 0046-8-161064 and mobile: 0046-7346-04906 Fax: 0046-8-153133 email: [email protected] Thank You!