Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Recomendations of the teaching & learning group
1.
2. 1. Sonia Guerriero: TALIS 2013 Results: An
International Perspective on Teaching and
Learning
2. Mary Burns: The Teachers We Need … and
the Preparation They Deserve
3. Diana Hincapie: Teaching and Learning: An
IDB Perspective
4. Kim, Jinhee: Competent Teachers in SDG
Context: Critical Reflection and System
Support
5. Alexey Semnov: Scientific Content of
Teachers´New Generation Development
6. Dennis Sinyolo: SDG #4, Teacher Target &
Strategies for Implementation, and Raising
the Bar
3. 1. Need for global guidelines for developing
Professional Qualifications and Competencies
Frameworks.
2. Need to protect and strengthen teacher
professionalism.
3. Need to enhance the quality and quantity of
opportunities for teacher learning.
4. Need to insure quality, equitable education
for all, including those in vulnerable and
insecure contexts.
5. Need to involve all stakeholders in
determining educational policies and
practices.
6. Need for more & better qualitative and
quantitative research evidence to inform
educational policy and practices.
4. The Taskforce in cooperation with its members should:
1. promote at national, regional, and international level
Qualifications and Competencies Frameworks, including
minimum professional standards for teachers, teacher
educators, school leaders, and educational
administrators.
2. work to enhance gender-sensitive and multiculturally-
sensitive policies and practices that respect and promote
the professionalism (autonomy, status, decent salaries,
teaching and learning conditions) of teachers at all stages
of their careers, including professional codes of ethics.
3. promote gender-sensitive and multiculturally-sensitive
policies and practices to ensure inclusive, quality lifelong
learning (preservice preparation, induction, continuous
inservice professional development, mentoring, and
supervisory guidance and support) for teachers, teacher
educators, school leaders, and educational
administrators.
5. The Taskforce in cooperation with its members
should:
4. promote gender-sensitive and multiculturally-
sensitive policies and practices that enable all
teachers to effectively and equitably address
learning for all, including learners in all contexts
and situations of vulnerability and insecurity (e.g.,
the marginalized, refugees, indigenous people, and
disadvantaged).
5. promote gender-sensitive and multiculturally-
sensitive policies and practices that encourage
teachers, educational administrators, parents, and
community members as well as children and youth
to participate and make decisions collaboratively to
promote equitable, quality learning for all.
6. should encourage various organizations and groups,
including educators, to undertake and disseminate
the findings of research on teaching, teacher
learning, student learning.
