Hugo Labate Presentation to 9th International Policy Dialogue Forum 5-7 December 2016 Siem Reap, Cambodia

1. TEACHERS’ AND
LEARNERS’ PROFILES:
A GAP
WITH IMPACT ON
MOTIVATION
SIEM REAP, DEC. 2016

2. WHAT WE DO KNOW
• Marginalised students — girls, the disabled,
ethnic minorities and those living in
impoverished or rural areas — are most
affected by the shortage and turnover of
qualified teachers: LACK
• In many regions, teacher attrition is a bigger
problem than teacher recruitment: LOSS

3. ATTRITION LOSS / NEW POSTS NEEDED
0
500
1000
1500
2000
2500
3000
Arab CEE CAsia EA&P LAC NAWE SWAsia SSA
Attrition / New posts for UPE @2020
Replacement New posts
Source: UIS policy brief oct 2015

4. WHAT WE STILL DON’T KNOW
WELL ABOUT ATTRITION
• What are the deep reasons why teachers want to leave
teaching?
• What non-salary incentives are more effective to
supply well-trained teachers to schools with more
challenging environments?

5. FACTORS OF TEACHERS’ STABILITY
• Preservice education: quality
and nature
• Quality of relationships
with members of school
community
• Knowledge of professional
skills
• Presence and quality of
Leadership
• Opportunities and relevance
of CPD
• Presence, quality and
nature of informal/formal
support
• School culture
• Employment conditions, $
structure and pathways
• Value ascribed to teachers
and teaching
• Nature and complexity of
role
• System policies • Personality and
Psychological features
• School resources and

6. MOTIVATION: A SYSTEMIC MODEL
Objective
match
between
profile and
situation
MOTIVATION
Adaptive
behaviour
Fitness
Self-
perception

7. WHEN AN OLD MINDSET AND
TOOLBOX…
…MEETS A TOTALLY NEW JOB

8. #1: MORE DIVERSE TEACHING
SITUATIONS
• Special needs children
• Rural children
• Ethnic minorities
• Marginalized groups
• Displaced people,
migrants,
• Crisis and
emergencies
• Non formal education
(literacy, preschool)
• Specialized education,
e.g. TVET

9. #2: ICT-READINESS

10. #3: DISENGAGEMENT & LOW
EDUCATIONAL R.O.I.

11. #4: GLOBALISED MINDSET

12. #5: FUTURISTIC LEARNING

13. POLICY ISSUES
1. The TEd curriculum isn’t aligned with school curriculum
and 21st Century emphasis on learning.
2. Teachers are unprepared for the real student, the real
classroom, the real world
3. Teachers don’t get enough support and guidance to help
them evolve, especially beginning or untrained teachers.
4. Not enough candidates from diverse backgrounds are
available
5. Skills for managing diversity and intercultural issues are
scarce

14. • Sustainable horizontal, peer support networks.
• Technology-fluent teachers.
• a T.Ed. Curriculum for the 21st Century
• Teachers’ new mindset as learning facilitators
TO ACHIEVE SDG/2030
INCREASE TEACHERS’ FEELING OF COMPETENCE
TO WORK IN A RADICALLY CHANGED SETTING