Submitted by admin on Fri, 09/25/2015 - 14:10

Teacher training is crucial for ensuring the acceptability of education and fostering quality education. The Recommendations of the United Nations Secretary–General’s High-Level Panel on the Teaching Profession emphasise that ‘Teacher training should prepare teachers to provide a learner-centred quality education that is holistic, transformative, inclusive, effective and relevant, including through mother-language based education, where appropriate. It should be aligned to serve national development and wider sustainable development goals. Such preparation will develop teachers to be leaders and lifelong learners.’ The set of indicators provided here focuses on the different types of training that teachers receive including the pedagogical training. They can be assessed separately or together depending on the scope of the monitoring.

 

  • Percentage of teachers who have received at least the minimum organised and recognised teacher pedagogical training (pre-service or in-service) at the relevant level

Total number of teachers who have received the minimum organised teacher training (pre-service or in-service) required for teaching at the relevant level of education in a given country, expressed as a percentage of the total number of teachers at the same level of education (Source: UIS)

Comments:
A low value for this indicator may be indicative that children are being taught by teachers who are not adequately trained, who may not have an adequate knowledge of the subject matter they teach, who do not have the necessary pedagogical skills to teach and may not use the available instructional materials in an effective manner. This would suggest a problem in the acceptability of the education system and the quality of education

Available data:
UIS (Indicator 4.c.1)

Human Rights Standards:
International Covenant on Economic, Social and Cultural Rights, Article 13, General Comment No. 13 (paras. 6.a and 50); Convention on the Rights of the Child, Articles 28 and 29, General Comment No.1 (para. 18); UNESCO Convention against Discrimination in Education, Article 4; (Revised) European Social Charter, Article 17 (2); Protocol of San Salvador, Article 13; African Charter on the Rights and Welfare of the Child, Article 11; African Youth Charter, Article 13; Arab Charter, Article 41 (2). 

See also non-binding instruments:

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  • Percentage of teachers trained in activity/play way methods of teaching and learning

Play-way method otherwise known as activity-based learning is critical for the holistic development of children in the areas of cognitive, social, physical, and emotional development. Article 31 of the Convention on the Rights of Child guarantees children the right to play and engage in recreational activities that are appropriate for their age. Interpreting the State’s obligation to implement this right, the Committee on the Rights of the Child highlights training of teachers and other professionals on playway methods as one of the key components. In its General Comment No. 17 (para. 58.h), the Committee recommends that ‘all professionals working with or for children, or whose work impacts children (Government officials, educators, health professionals, social workers, early years and care workers, planners and architects, etc.), should receive systematic and ongoing training on the human rights of children, including the rights embodied in article 31. Such training should include guidance on how to create and sustain environments in which the rights under article 31 can be most effectively realized by all children.’

Comment:

A high value for this indicator is indicative of State efforts to promote a participatory and playful learning environment, especially in the early years, and conformity to school curriculum concerning the aims of education.

Human Rights Standards:

Convention on the Rights of the Child, Articles 29.1(a) and 31, General Comment No. 17 (para. 58.h).

 

  • Percentage of teachers and education support personnel trained on gender issues and gender sensitivity and the impact of gendered behaviours on teaching and learning processes

Integrating gender sensitivity in education is a practice of teaching students to respect all genders, challenging stereotypes and traditional roles, and promoting equality and respect. The Committee on the Elimination of all Forms of Discrimination Against Women recommends integrating gender equality education into all levels of education, starting from early childhood care and education. This requires adequate training for teachers as highlighted by the CEDAW Committee.  In particular, General Comment No. 36 (para. 27.e) of CEDAW emphasises, ‘Instituting mandatory training of teaching staff at all levels of education on gender issues and gender sensitivity and the impact of gendered behaviours on teaching and learning processes.’ This indicator examines the percentage of teachers trained to teach gender equality to children

Human Rights Standards:

Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), Article 5(a)(b), General Comment No. 35 (para.30.b.i) and General Comment No. 36 (para. 27.e); Convention on the Rights of the Child, Article 29.1 (d).

 

  • Percentage of teachers trained in imparting human rights education

Human Rights Education (HRE) stands to empower children and others to understand and integrate the fundamental human rights principles such as dignity, equality, and non-discrimination through an embedded learning process - that includes education, training and information. HRE is a core component of the right to education. It is one of the aims of education. Sustainable Development Goals Target 4.7 emphasises that learners should acquire knowledge and skills to promote sustainable development, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity. Further, The Committee on the Rights of the Child recommends integrating human rights education into all levels of education, starting from early childhood care and education. 

The integration of HRE in education requires equipping teachers with knowledge and skills through systematic training and teacher’s guides. Therefore, in its General Comment No. 1 (para.18), the Committee on the Rights of the Child emphasises the inclusion of HRE in the pre-service and in-service training of teachers, educational administrators and others involved in child education.

Human Rights Standards:

Convention on the Rights of Child, Article 29.1(b), General Comment No. 1 (paras.15 and 18), General Comment No. 7 (paras. 33 and 41); International Covenant on Economic, Social and Cultural Rights, Article 13, General Comment No. 13 (para. 4).

See also non binding instruments:

 

  • Percentage of teachers and education support personnel trained about child protection policies and non-violent forms of education

Violence against children is widespread, across different cultures and societies.  States need to take various measures to protect children from all forms of violence. The Committee on the Rights of the Child provides various guidance on how States can meet their obligations to protect children from violence through a series of General Comments. Among them, one of the key aspects is training teachers, caretakers and all professionals working with or for children at all levels of education.  For instance, General Comment No. 13 (para.44 d) recommends ‘providing initial and in-service general and role-specific training (including inter-sectoral where necessary) on a child rights approach to article 19 and its application in practice’  It also highlights integrating child protection policies into all professionals' educational curricula. The Tashkent Declaration (para.3(i) emphasises that ‘ECCE personnel should be trained to identify and respond to cases of abuse—including physical, psychological, and sexual violence—and to educate children, particularly girls, about their sexual and reproductive rights.’

Human Rights Standards:
Convention on the Rights of the Child, Articles 19.1 and 38.4, General Comment No. 8, (paras. 15, 38, and 48), General Comment No .13 (paras. 8, 42.b, 44.d, 49, 50 and 51).

See also non-binding instruments:

 

  • Percentage of teachers and education support personnel trained in handling emergencies

This indicator assesses if teachers and education support personnel are trained to prepare and respond before or between emergencies. This should be done as part of the State’s emergency preparedness efforts for reducing risks in education in emergencies such as climate disasters, health crises, conflicts, etc. The handbook published by the Global Education Cluster, recommends adapting a  ‘system of  training and equipping first responders ahead of emergencies.’ It further emphasises that disaster risk reduction, peace education and conflict management topics should be integrated into pre-service and in-service teacher training with good examples from other countries.  Similarly, the Tashkent Declaration emphasises that the ‘training programs must be relevant to local contexts while also preparing personnel to address global challenges, such as climate change, conflicts, and crises’ (para. 3(i)).

Reference:

For more details about disaster risk reduction in emergencies and good practices refer to the Global  Education Cluster’s handbook, ‘Disaster Risk Reduction in Education in Emergencies: A Guidance Note’ (2012) on the INEE website.

See also: INEE Minimum Standards, Standard 14: Training, Professional Development, and Support

Human Rights Standards:
Convention on the Rights of the Child, Articles 19.a and 38.4, General Comment No. 26, (paras. 53 and 54).

See also non-binding instruments:

Contexts: 
Armed Conflict (Including Child Soldiers)
Natural Disasters
Areas of Focus: 
Quality of Education
Teachers
Levels and Types of Education: 
Early Childhood Care and Education/Pre-Primary
Primary
Secondary
Vocational Education
Marginalised Groups: 
Women and Girls
Types of Indicator: 
Process Indicators
Levels of disaggregation: 
Level of Education, Urban/Rural, Public/Private, Region