Countries need to make the teaching profession more financially and intellectually attractive to meet a growing demand across the world for high-quality teachers, according to a new OECD report.
Based on the OECD’s Teaching and Learning International Survey (TALIS), the report, Teachers and School Leaders as Lifelong Learners, says that attracting the best and brightest to the profession will be essential to ensure that young people are given the skills they will need to thrive in tomorrow’s world of work.
About 260,000 teachers and school leaders at 15,000 primary, lower and upper-secondary schools from 48 countries and economies took part in this third edition of the survey. Through the voices of teachers and school leaders, it aims to help strengthen the knowledge and skills of the teaching workforce to support its professionalism.
The findings show that much still needs to be done to give teachers better opportunities to prepare for tomorrow’s world. Little more than half of teachers across participating OECD countries received training in the use of technology for teaching, and less than half felt well prepared when they joined the profession. Yet two thirds of teachers report that the most useful professional development they took part in focused on innovation in their teaching.
“The acceleration of technological, economic and social changes makes it imperative that our education systems adapt almost in real time,” said Ludger Schuknecht, OECD Deputy Secretary-General, launching the report in Paris. “Policy makers should work closely with teachers and school leaders and leverage their expertise to help students succeed in the future world of work.”
“The quality of an education system can never exceed the quality of its teachers,” said Andreas Schleicher, OECD Director for Education and Skills. “Governments should empower their teachers and school leaders with the trust and autonomy they need to innovate and instil a collaborative culture in every school. They also need to better recognise the importance and value of involving teachers in designing better practices and policies to create classrooms fit for the future.”
Schools appear to be recognising the value of innovative teaching in responding to the challenges of the 21st century, according to the survey. The vast majority of teachers and school leaders say their schools are open to innovative practices and have the capacity to adopt them. On average across OECD countries in TALIS, 78% of teachers also report that they and their colleagues help each other implement new ideas. However, teachers in Europe are less likely to report such openness to innovation.
The report finds that recent changes in migration flows have affected the makeup of classrooms. Almost one-third of teachers in OECD countries report that they work in schools where at least 1% of the student population are refugees, and 17% of teachers work in schools where at least 10% of the students have a migrant background.
95% of school leaders report that their teachers believe that children and young people should learn that people of different cultures have a lot in common. 80% of teachers report working in schools that have integrated global issues throughout the curriculum, as well as teaching their students how to deal with ethnic and cultural discrimination.
Other key findings include:
Teaching as a career
Teaching was the first-choice career for two out of three teachers in participating OECD countries, but only for 59% of male teachers, compared to 70% of female teachers.
90% of teachers cite the opportunity to contribute to children’s development and society as a major motivation to become a teacher, and only 61% say that the steady career path offered by teaching was an important part of their decision making.
Teachers are, on average, 44 years old, ranging from 36 in Turkey to 50 in Georgia. Most teachers are women (68%), except in Japan (42%), while only 47% of principals are women.
Only just over half of teachers (56%) across the OECD received training in the use of ICT for teaching as part of their formal education or training. ICT training is lowest in Sweden (37%) and Spain (38%) and most common in Chile (77%) and Mexico (77%).
About 18% of teachers across the OECD still express a high need for professional development in ICT skills for teaching.
One in four school leaders report a shortage and inadequacy of digital technology as a hindrance to providing quality instruction.
In the classroom
In OECD countries and economies participating in TALIS, only 78% of a typical lesson is dedicated to teaching, with the rest spent on keeping order (13%) and administrative tasks (8%).
Classroom time spent on actual teaching and learning is much lower in schools with high concentrations of students from socio-economically disadvantaged homes. Differences are particularly marked in Alberta (Canada), Australia, Austria, England, the Flemish Community of Belgium, France, Saudi Arabia, South Africa and the United States.
Relations between students and teachers have improved in most countries since 2008, with 95% of teachers agreeing students and teachers usually get on well with each other. However, 14% of principals report regular acts of intimidation or bullying among their students.
More than 90% of teachers and principals attended at least one professional development activity in the year prior to the survey. But only 44% of teachers take part in training based on peer learning and networking, despite collaborative learning being identified by teachers as having the most impact on their work.
Around half of teachers and principals report that their participation in the professional development available to them is restricted by scheduling conflicts and lack of incentives.
Participating countries and economies: Alberta (Canada), Australia, Austria, Belgium and the Flemish Community of Belgium, Brazil, Bulgaria, CABA (Argentina), Chile, Colombia, Croatia, the Czech Republic, Denmark, England (UK), Estonia, Finland, France, Georgia, Hungary, Iceland, Israel, Italy, Japan, Kazakhstan, Korea, Latvia, Lithuania, Malta, Mexico, the Netherlands, New Zealand, Norway, Portugal, Romania, Russian Federation, Saudi Arabia, Shanghai (China), Singapore, the Slovak Republic, Slovenia, South Africa, Spain, Sweden, Turkey, the United Arab Emirates, the United States and Viet Nam.
In each country, around 200 schools were randomly selected, and in each school one questionnaire was filled in by the school leader and another by 20 randomly selected teachers.
MDBs’ Annual Climate Finance Passes $61 Billion
Climate financing by seven of the world’s largest multilateral development banks (MDBs) totaled $61.6 billion in 2019, with $41.5 billion (67%) in low- and middle-income economies, according to the 2019 Joint Report on Multilateral Development Banks’ Climate Finance.
In addition to its traditional focus on low- and middle-income countries, the 2019 report expands the scope of reporting for the first time to all countries of operations.
Some $46.6 billion, or 76% of total financing for the year, was devoted to climate change mitigation investments that aim to reduce harmful greenhouse gas emissions and slow down global warming.
The remaining $15 billion, or 24%, was invested in adaptation efforts to help countries build resilience to the mounting impacts of climate change, including worsening droughts and more extreme weather events from extreme flooding to rising sea levels.
The report combines data from the Asian Development Bank (ADB), the African Development Bank, the European Bank for Reconstruction and Development, the European Investment Bank, the Inter-American Development Bank Group, the World Bank Group and—for the first time—the Islamic Development Bank, which joined the working group in October 2017. In 2019, the Asian Infrastructure Investment Bank also joined MDB working groups, and its data is presented separately in the report.
Additional climate funds channeled through MDBs—such as from the Climate Investment Funds, the Global Environment Facility Trust Fund, the Global Energy Efficiency and Renewable Energy Fund, the European Union’s Funds for Climate Action, and the Green Climate Fund—also play an important role in boosting MDB climate financing. In 2019, the MDBs reported a further $102.7 billion in net climate cofinancing from public and private sources. This raised the total climate activity financed by MDBs in 2019 to $164.3 billion.
“The growing flow of MDB climate finance shows our joint resolve to take on climate change and, in the face of the coronavirus disease (COVID-19) pandemic, it is more important than ever to ‘build back better’ in a low carbon and climate resilient way,” said the Director General of ADB’s Sustainable Development and Climate Change Department Woochong Um. “The report shows that climate finance provided by and through the MDBs is providing increasing support for these needed transitions.”
In 2019, ADB committed almost $7.1 billion in climate finance (more than $5.5 billion for mitigation and $1.5 billion for adaptation). This included $705 million from external resources, including multilateral climate funds. Further, ADB mobilized $8.8 billion of climate cofinancing.
The report shows that the MDBs are on track to deliver on their increased climate finance commitments. In 2019, the MDBs committed their global annual climate financing to reach $65 billion by 2025—with $50 billion for low- and middle-income countries—and that MDB adaptation finance would double to $18 billion by 2025. The MDBs have reported on climate finance since 2011, based on a jointly developed methodology for climate finance tracking.
The 2019 Joint Report on Multilateral Development Banks’ Climate Finance is published in the midst of the COVID-19 pandemic, which has caused significant social and economic disruption, temporarily reducing global carbon emissions to 2006 levels.
Public Transport Can Bounce Back from COVID-19 with New and Green Technology
Public transport must adapt to a “new normal” in the wake of the coronavirus disease (COVID-19) pandemic and adopt technologies that will render it more green and resilient to future disasters, according to a new report by the Asian Development Bank (ADB).
The report, Guidance Note on COVID-19 and Transport in Asia and the Pacific, details the profound impact of the pandemic on transport, as swift lockdowns forced millions this year to work from home overnight, schools to shift to e-learning, and consumers to flock to online shopping and food delivery.
While public transit may have been previously perceived as a mostly green, efficient, and affordable mode of travel, initial trends in cities that have re-opened have indicated that public transit is still considered to be relatively unsafe and is not bouncing back as quickly as the use of private vehicles, cycling, and walking.
“The two key challenges ahead are addressing capacity on public transport to maintain safe distancing requirements, and how best to regain public confidence to return to public transport,” said Bambang Susantono, ADB Vice-President for Knowledge Management and Sustainable Development. “In the short term, more effort is needed to reassure public transport users of safety and demonstrate clean and safe public transport. In the longer term, technological advances, big data, artificial intelligence, digitalization, automation, renewables and electric power can potentially offer fresh innovations to tackle changing needs, giving rise to smarter cities.”
While drastic lockdown measures around the world have brought world economies to their knees, satellites have recorded data on how the concentrations of CO2 and air pollutants have fallen drastically, bringing clear blue skies to many cities.
But as cities have reopened, traffic levels have increased. For example, Beijing traffic levels, by early April 2020, exceeded the same period in 2019. If this trend is seen on a wide scale, it could set back decades of effort in promoting sustainable development and more efficient means of urban mobility.
The report says there is a short window of opportunity for cities to promote the adoption of low-carbon alternatives to lock-in the improved air quality conditions gained during the peak of the pandemic lockdown. Public transport can play an important role through more active promotion of clean vehicles, provision of quality travel alternatives in public transport, and a better environment for non-motorized modes such as walking and cycling to enhance overall health and wellbeing.
The confidence of passengers on public transport should be restored through protective measures such as cleaning, thermal scanning, tracking and face covering, the report says. Further study to explore how protective and preventive measures can be stepped up to allow relaxation of safe distancing requirements would help mitigate capacity challenges. A possible future trend may be consolidation of services and rationalization of routes to better serve the emerging travel demand patterns and practices.
As countries enter the “recovery” phase, further preventive and precautionary operating measures and advanced technology should be implemented to enable contactless processes and facilitate an agile response. Demand management measures can facilitate crowd control in public transport systems and airports. As a complementary measure, non-motorized transport capacity could be expanded to absorb spillover demand from public transport.
Since mass public transport is the lifeblood of most economies, government policies and financial support are essential during this period, to enable public transport operators to stay viable and continue to support the movement of passengers and goods in a sustainable way.
For ADB, which committed last year $7 billion to the transport sector, behavioral trends linked to COVID-19 may require a review of the short-term viability of passenger transport and operational performance to meet changing demand for public transit systems. “Regardless of the COVID-19 pandemic it is clear that developing Asia will continue to have a large need for additional transport infrastructure and services,” the report concludes. “It would take several years before the projects currently in the pipeline would be operational and much can happen during these years.”
Zero emission economy will lead to 15 million new jobs by 2030 in Latin America and Caribbean
In a new groundbreaking study , the Inter-American Development Bank (IDB) and the International Labour Organization (ILO) show that the transition to a net-zero emission economy could create 15 million net new jobs in Latin America and the Caribbean by 2030. To support a sustainable recovery from the COVID-19 pandemic , the region urgently needs to create decent jobs and build a more sustainable and inclusive future.
The report finds that the transition to a net-zero carbon economy would end 7.5 million jobs in fossil fuel electricity, fossil fuel extraction, and animal-based food production. However, these lost jobs are more than compensated for new employment opportunities: 22.5 million jobs are created in agriculture and plant-based food production, renewable electricity, forestry, construction, and manufacturing.
The report is also the first of its kind to highlight how shifting to healthier and more sustainable diets, which reduce meat and dairy consumption while increasing plant-based foods, would create jobs and reduce pressure on the region’s unique biodiversity. With this shift, LAC’s agri-food sector could expand the creation of 19 million full-time equivalent jobs despite 4.3 million fewer jobs in livestock, poultry, dairy and fishing.
Moreover, the report offers a blueprint on how countries can create decent jobs and transition to net-zero emissions. This includes policies facilitating the reallocation of workers, advance decent work in rural areas, offer new business models, enhance social protection and support to displaced, enterprises, communities and workers.
Social dialogue between the private sector, trade unions, and governments is essential to design long-term strategies to achieve net-zero emissions, which creates jobs, helps to reduce inequality and delivers on the Sustainable Development Goals .
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