Rethinking teacher policies is necessary to transform education. Teacher policies must focus on attracting the best candidates to the profession and supporting their motivation and professionalization.
According to UNESCO, over 1.6 billion children, and their learning outcomes, were affected by school closures. Learning outcomes, which were already lagging pre-pandemic, have become unacceptably poor.
We need to leverage the role of education in the green and digital transformation, and in promoting global citizenship, human rights, peace, and tolerance. It is time to make high-quality education a right, not a privilege, for all, and especially girls. We must ensure high-quality education reaches all in the most marginalized positions, including people with disabilities, children and young people living in poor, conTo achieve this, we must start to make long-term investments in education.
The first step is to develop teacher pre-service education systems in a comprehensive way. Research-based and practice-oriented university-level teacher education is important. Countries should also aim to support teachers’ long-term motivation and offer them continuous professional development over the course of their careers. Continuous and tailored school-based professional development is essential to equip teachers with the skills to support life-long learning for their students.
Second, countries in Asia and the Pacific should do away with traditional, more authoritarian, and rigid models of teaching and learning, and instead develop a different approach and skillset for teachers. Effective pedagogical practices are at the heart of improving learning outcomes. So, schools and teachers must contextualize and adapt teaching and learning to meet their students’ needs, with methods increasingly focused on helping students to become self-directed learners.
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