From UNESCO's 8th Policy Dialogue Forum Forum of the Teacher Task Force for Education 2030

1. …
International teacher task force
8th policy dialogue forum
Report of the monitoring and evaluation group

2. Overall
 Diverse approaches to M&E of teacher development
was a key feature of presentations
 Hamdan Bin Rashid Al-Maktoum Award, K Al Suwaidi
 OECD Teacher Knowledge Survey, S Guerriero
 UIS regional module on teachers in Asia, P Montjourides
 Teacher performance, S Schmelkes
 PASEC teacher profiles and quality of education, V Sy
 M&E of teacher development in Jamaica, J Thomas
+ plenary presentations and other events
 To synthesize these approaches, it may be helpful to
think of three levels in increasing order of specificity
 Global, regional, and national

3. Global (1)
 Framework: target 4c on teachers
and proposed indicators by IAEG-SDGs and TAG
 Consensus that target falls short of capturing the range
of policy issues that confront countries
 Monitoring efforts should therefore focus on broader
view of the target expressed in Framework for Action to
“ensure that teachers and educators are empowered,
adequately recruited, well-trained, professionally
qualified, motivated and supported”

4. Global (2)
 First four indicators: qualified teachers (and ratio per
student) and trained teachers (and ratio per student)
 Challenges in interpretation given differences in
minimum qualifications and training
 clear information on national standards
 Coverage is still low, especially in global indicator
 In some cases, data simply do not exist, such as in countries
with large private sectors (e.g. Haiti)
 More commonly, data exist but coordination between
several databases (e.g. Laos)
 New initiatives by UIS (global and regional) but progress
globally will require stronger information systems

5. Global (3)
 Three indicators: salaries relative to other professions,
attrition, and continuous professional development.
 Further development is needed
 Salaries relative to other professionals will require a new
methodology (e.g. labour force survey data)
 Data on attrition is patchy and requires reliable personnel
management databases
 Data on continuous professional development may require
asking teachers directly (e.g. TALIS) and focus on policy
framework (e.g. Task Force application of SABER)

6. Regional
 Proposed indicators do not capture adequately the
concept of teacher competences and motivation
 Interesting forthcoming studies at regional level dig
deeper into these concepts, e.g.:
 OECD pilot survey of teacher general pedagogic knowledge
and motivation (2016)
 PASEC survey module of teacher subject and pedagogical
knowledge (2019)
 Use experience from such tools so that monitoring of
teacher motivation is no longer limited to indicators of
extrinsic factors

7. National (1)
Most discussion focused on monitoring and evaluating
teachers – directly relevant for policy at national level:
 Mexico set the context but other countries shared their
experiences (e.g. Chile, Jamaica, Turkey)
 There is a wide range of instruments that can be used
ranging from direct observations, to portfolios,
knowledge tests, interviews and student feedback

8. National (2)
 Consensus about teacher evaluation on three points:
 result from participatory approach involving teachers
 identify teachers who need support, direct to professional
development courses, linked to workplace = formative role
 provide education system with information on performance
and professional development needs of its teachers
 Teachers should not be evaluated against student
results but in light of relevant teaching standards
 No consensus on other issues: rewards/sanctions,
instruments, qualifications of evaluators etc.
 Need for a global community of practice

9. Recommendations
 In order to report on Education 2030 indicators, countries must map
out and integrate existing databases on teachers with the support of
UIS and other partners to strengthen national capacity to produce
robust information that enables strategic responses to issues of
qualified and trained teachers, attrition and retention, equitable
deployment, and conditions of service
 The Task Force should follow closely and help disseminate the results
of studies that capture intrinsic and extrinsic aspects of teacher
motivation, which is an important component of professionalism
 Countries need to agree on the framework and instruments of teacher
monitoring and evaluation programmes in a participatory way and
ensure that they have a formative focus linked to continuous
professional development, supported by quality leadership and good
governance

10. Thank you!