When :from Wednesday 28 May, 2014 09:00 to Wednesday 28 May, 2014 17:00
Type of event :Специальное мероприятие
Where :The event will be held at Kampala Sheraton Hotel, Kampala, Uganda
The launch will include a panel discussion on the theme of teachers, preceded by a two-day stakeholder consultation on teachers under the Capacity Development for Education for All (CapEFA) project in Uganda.
After an official launch of the Report by the Honorable Minister, a press conference will enable the national and international media houses to interact directly with the senior management of Ministry of Education and Sports (MoES), ESC, UNATU and UNESCO. The press conference will be followed by a panel discussion involving senior officials drawn from MoES, ESC, the Teacher Unions, Parents, civil society organizations and student representatives to discuss key policy issues and strategies emanating from the Report.
The latest GMR – the 2013/4 edition- was launched in Addis Ababa on 29th January 2014. The Report shows why education is pivotal for development in a rapidly changing world. It explains how investing wisely in teachers, and other reforms aimed at strengthening equitable learning, transform the long-term prospects of people and societies. On Uganda, the Report highlights the welcome surge in enrolment thanks to the abolition of school fees. The recruitment of teachers, however, has not kept pace, as also evidenced by the TISSA Report (MOES, 2013). To fill the teacher gap by 2015, the country would need to expand recruitment by 6%, on average, compared with a current average increase of 3%. The provision of teaching resources did not keep pace either. Children now have fewer textbooks to share between them. In addition, learning outcomes are not improving either, widening the gap between rich and poor in particular. This challenge is one that the Report recognizes in many countries around the world. Yet, as it notes, teachers across the world are often expected to enter schools with little training to cope with such circumstances, while having to face ever greater diversity in the classroom. Evidence from different countries shows that the curricula are often too fast paced, and assessment materials insufficient for teachers to be able to track – and so support – students most at risk of not learning.
Through ten key recommendations and a four-part strategy to provide the best teachers, the GMR calls on policy makers to fix the learning crisis to help better support teachers in the classroom:
Recruit: attract the best teachers
Train: improve pre-service and in-service teacher education
Allocate: get teachers where they are most needed
Retain: provide the right incentives to retain the best teachers