Going Global 2016: Supporting teachers in difficult conditions to achieve SDG4 in Africa
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Transcript of Going Global 2016: Supporting teachers in difficult conditions to achieve SDG4 in Africa
Supporting teachers in difficult
conditions to achieve SDG4 in
Africa
• UNESCO-International Institute for Capacity Building in Africa (IICBA) was established by the General Conference of UNESCO in 1999.
• As the only Category One UNESCO institute in Africa, it is mandated to strengthen the capacities of the 54 African Member States in teacher development.
• Currently focusing on gender and STEM, use of ICT in teacher development, teacher support in difficult situations, such as refugee camps and emergencies, etc.
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1. Teacher policy development and capacity
development
2. Quality and relevance of learning for girls and women
3. Early Childhood Care and Education
4. Teacher development in Emergencies
5. Qualification standards-setting and curriculum
harmonization in RECs
6. ICT integration in teaching, learning and assessment
7. Regional partnership in teachers
8. Research, publication and advocacy on teachers’
issues in Africa
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Drought in eastern and southern Africa
Horn of Africa with armed conflicts refugee crises in Somalia, South Sudan, Kenya, Ethiopia and Eritrea
Nigeria and surrounding countries – attacks by Boko Haram
Mali and surrounding countries – extremist attacks
Central African Republic and surrounding countries – ongoing political and armed conflicts
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Violence and destruction targeting schools
Abduction of school girls and boys
Refugee situations and internal displacement
Use of the school premises for military and other purposes
Traumatised children and teachers
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Destruction of school building
Damage of teaching and learning materials
Lack of food, economic hardship and worsening of security situations
Withdrawal of children from schools
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Increased emergency preparedness through regular drills
Prevention of school attacks through effective community involvement and support
Peace-building and conflict resolution integrated in school curriculum
Psychosocial support of children and teachers themselves
Social safety net and the roles teachers can play
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Professional continuous development of teachers
Active engagement of teachers in designing the support activities
Innovative approaches to improve the capacity of teachers
Use of ICT and distance learning
Importance of policy framework and education sector plans
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Protection and learning
enhanced by competent and
motivated teachers even in
emergency
Teachers with ability to continue
learning
Teachers with high
negotiation skills
Continuous professional development for teachers
Knowledge and skills in protecting school and
children
Teachers with sound
decision making capacity
Competent head
teachers and school
leadership
Teachers who are
trusted by the
communities
Relevant
research for
teaching and
learning in
emergency
and conflict
Sound teacher policy development reflecting the needs from
teachers themselves in emergencies
Capacity development of teachers, teacher trainers and policy
makers; Use of ICT in teacher development and support in
emergencis
Conflict
analysis
including
the impact
on schools
Use of ICT in teacher education and development ◦ Use of ODL and Integration of pedagogy, technology and content
◦ Use of mobile phones for distance coaching and mentoring
Teacher development and support in northern Kenya ◦ Massive departure of teachers due to security situations
◦ Recruitment of high school leavers to teach in local schools while being trained during school breaks
◦ Teachers ‘becoming’ professional while working
Teacher development for small secondary schools for Sahel countries ◦ post-primary education for rural girls
◦ Practical and relevant teaching content
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I want my students learn French language so that they will be all right when they go back to Congo, their home.
French teacher in a refugee camp in Lasu, South Sudan
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Many of my friends were
married off, but I would like to continue learning so that I can build my future.
Sudanese refugee
secondary school
student in a refugee
camp in Maban, South
Sudan
I want to complete secondary school and follow a nursing course. My mother is a nurse she helps many people who say to her ‘thank you madame, may God bless you.’ I want to be like her.
A South Sudan refugee child in Kakuma camp in Kenya
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Transformative power of education in emergency and conflict can be unleashed by teachers.
Thanks you for your attention.
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