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Teacher

Swinney welcomes teacher numbers boost in light of ‘challenges’

by Rajdeep April 4, 2024

written by Rajdeep

Education Secretary John Swinney has welcomed an overall increase in teacher numbers in Scotland – although he said “significant improvements” were needed in some areas.

New figures show the total number of teachers across Scotland has risen, but 12 council areas saw numbers fall.

Mr Swinney said the stats were “good news” in light of recruitment “challenges” in some areas.

Opposition parties said numbers were still down over the long term.

And they said parents “have a right to be very angry” about the attainment gap between pupils from better and worse-off backgrounds.

What’s happening in your area?
Look back on Mr Swinney’s statement on Holyrood Live

The latest figures showed teacher numbers were up for the first time in several years, with 51,000 employed in state schools in 2016.

But in 12 local authorities the numbers fell, with the largest percentage drop in Moray, which has highlighted recruitment problems in the past.

The figures were among a fresh batch of important statistics being published on the state of the Scottish education system.

The ratio of pupils to teachers was maintained across Scotland but the average size of a class crept up slightly to 23.5 students.

John Swinney — Image captionMr Swinney said “significant improvements” were needed in some areas

Nationally, the number of teachers fell between 2010 and 2014 then stabilised.

The number of teachers fell in 12 council areas, including in Highland and Dumfries and Galloway, although in both these regions the ratio of pupils to teachers was maintained at the same level.

In 12 council areas the ratio of pupils to teachers got worse in 2016, including in Edinburgh and Fife where teacher numbers had risen. These were:

Aberdeen City
Aberdeenshire
Angus
Dundee
East Lothian
Edinburgh
Comhairle nan Eilean Siar
Fife
Moray
Perth
Shetland
South Ayrshire.

The government expects the ratio of pupils to teachers to be maintained, although BBC Scotland understands the councils will not face any financial sanctions.

Many councils have told BBC Scotland that they are finding it hard to fill some vacancies.

Recently the Scottish government unveiled a number of initiatives to try to encourage more people into teaching, and some local authorities have also launched their own initiatives.

The latest statistics also showed:

There 253 more full-time equivalent teachers than last year (Of those, 160 were directly funded by the Scottish government’s Attainment Scotland Fund)
Near universal uptake of early learning and childcare for eligible three and four-year-olds, and an increase in the number of two-year-old registrations
The average class size for pupils in P1 to P3 was 23.5, similar to the previous year
The proportion of schools reported as being in good or satisfactory condition was 84%, the same as the previous year

Separate figures, published on Tuesday, looked at the number of children considered by teachers to be performing at the required level for their age in Curriculum for Excellence.

The data showed that between 65% and 85% of pupils in primary schools achieved the relevant level in aspects of literacy and numeracy. However, the proportion of pupils achieving the relevant level for their stage decreased throughout the primary stages.

Pupils writing — Image captionCurriculum for Excellence levels improve in secondary school, statistics show

Updating MSPs on the figures, Mr Swinney said: “I very much welcome the rise in teacher numbers compared to last year, the fact that class sizes are broadly stable and that the pupil-teacher ratio has been maintained.

“This is all good news, particularly when you consider the teacher recruitment challenges being faced in some areas.

“The data shows that significant improvements are required in some local authorities, and real challenges exist in delivering the progress in literacy and numeracy we seek.

“There is much to be proud of in Scottish education; we need to remain focused on and committed to Curriculum for Excellence and we need to continue to implement the reforms we are putting in place.”

‘Continue commitment’

Scotland’s largest teaching union, the EIS, welcomed the rise in teacher numbers but said some “significant challenges” continued to face schools.

General secretary Larry Flanagan said: “The number of teachers employed across Scotland has held steady, and actually shows a small increase overall, indicating the local authorities have adhered to a commitment brokered between the EIS and local and national government to maintain teacher numbers over the year.

“This is very welcome, and is helping to improve employment prospects for qualified teachers and ensure that young people have consistent levels of provision in schools across Scotland.

“The EIS would certainly expect the Scottish government to continue its commitment to maintaining teacher numbers, and we hope to hear confirmation soon from the finance minister in his forthcoming financial statement.”

He added: “Given the welcome Scottish government commitment to tackling the attainment gap, the trend of rising class sizes is an issue that must be tackled through greater investment in a greater number of qualified teachers.”

The Scottish Conservatives said teacher numbers were still thousands below the levels they were at in 2007.

The party’s education spokeswoman Liz Smith said: “With teacher numbers having plummeted from the levels they were at a decade ago, it once again calls into question whether the CfE can be delivered properly.

“There are a number of legitimate concerns about the curriculum, and these statistics are further evidence that we need to have proper independent scrutiny of how it is being implemented.”

Ms Smith also told Mr Swinney that parents “have a right to be very angry” about the gulf in achievement between pupils from differing financial circumstances.

The Scottish Greens’ education spokesman Ross Greer questioned the government’s decision to publish statistics on how well schools pupils were doing in certain areas of the Curriculum for Excellence.

He said: “Today’s figures demonstrate the utterly bizarre education priorities the Scottish government has. We see class sizes continue to creep up, making them the highest they’ve been since the SNP formed the government and nine years after they promised to reduce them to 18.

“More teachers and smaller classes are vital if we’re to improve the quality of education.”

Top priority

Meanwhile, Scottish Labour leader Kezia Dugdale accused the SNP of “slashing” spending on Scotland’s school pupils by more than 8%.

She highlighted analysis by the Scottish Parliament Information Centre (SPICe) which she said showed that real-terms spend on education fell from £6,692-per-pupil in 2010/11 to £6,152 in 2014-15.

She said: “Nicola Sturgeon promised to make education her top priority, but Scotland has plunged down the international league tables on her watch.

“Year-on-year cuts to school budgets, teacher numbers and support staff are damaging the life chances of Scotland’s children.”

Scottish Liberal Democrat education spokesperson Tavish Scott MSP said: “Today’s figures show that after a decade in power, the SNP has failed to deliver on its commitment of smaller class sizes for our youngest pupils.”

The latest figures a week after it emerged that Scotland’s schools had recorded their worst-ever performance in an international survey of pupils.

The country’s scores for maths, reading and science all declined in the latest set of Programme for International Student Assessment (Pisa) figures.

It was the first time since the tests began in 2000 that Scotland’s performance in all three subject areas was classed as “average”, with none “above average”, among the 72 countries that took part.

The Curriculum for Excellence has been introduced in Scottish schools in recent years, with the country’s qualifications system also overhauled.

However, teaching unions have complained about “excessive and unsustainable” workloads as a result of some of the changes.

[Source:- BBC]

April 4, 2024 0 comment

Education

Pisa: Nearly half of heads in England worried about teacher shortages

by Rajdeep April 4, 2024

written by Rajdeep

teacher shortage pisa

Teacher shortage affects learning say 45 per cent of headteachers in England, compared to OECD average of 30 per cent

Almost half of students in England are taught in schools where the headteacher says teaching is hampered by a shortage of staff, according to the latest results from an international survey.

The Organisation for Economic Co-operation and Development (OECD)’s latest round of its Programme for International Student Assessment (Pisa) has revealed that 45 per cent of heads in England said they were either affected by a shortage of teachers “at least to some extent” or “a lot”.

This compares to an average of 30 per cent of headteachers among all OECD countries.

‘Ongoing crisis’

The results also reveal that 22 per cent of students in England were taught in classes where headteachers were concerned about inadequate or poorly qualified teaching staff.

“Schools are relentlessly focused on the job of driving up standards further,” said Leora Cruddas, director of policy at the Association of School and College Leaders. “A significant barrier to achieving that goal is the ongoing crisis in teacher recruitment and retention which is severely affecting the ability of schools to recruit specialist staff in science, maths, English and other key subjects. Today’s report provides yet more evidence of the scale of this problem, showing that many headteachers in England believe staff shortages are hindering learning.”

The Pisa findings come hot on the heels of a series of similar reports into teacher supply in England. The Ofsted annual report last week highlighted the difficulties schools were having in retaining teachers – with 1 in 10 leaving the profession between November 2014 and November 2015, the highest for 10 years. It said that a lack of government data on recruitment and retention at local issues was hindering the national response to this issue.

Falling short

And last month, Department for Education statistics revealed that government fell short of the number of trainees it needs to recruit to initial teacher training in September 2016 in every secondary subject apart from geography, biology, history and PE.

A DfE spokesperson said: “Figures published recently show teaching continues to be an attractive career. This year, we reached 89 per cent of our secondary recruitment target, an increase on 82 per cent last year, and 100 per cent of the primary target.

“But we recognise that there are challenges, which is why we are spending more than £1.3 billion over this Parliament, including on bursaries and grants, so we can continue to attract the brightest and best into teaching.”

April 4, 2024 0 comment

Education

Government slammed for ‘outrageous veil of secrecy’ over unpublished teacher training figures

by Rajdeep April 4, 2024

written by Rajdeep

teacher training stats not published

Universities call for information on how teacher training places have been allocated around the country to be published, saying government has known figures since September

The government has been criticised for not yet publishing details of how teacher training places have been allocated.

The Universities’ Council for the Education of Teachers (UCET) says individual universities and school-centered initial teacher training providers have known since September how many places they have been allocated for September 2017.

But the details yet to be publicly released, despite the corresponding information being published in mid-October last year.

James Noble-Rogers, executive director of UCET, said: “At a time when many headteachers and indeed HMCI, have expressed concern at a crisis in teacher supply, it is outrageous that training places are being allocated under a veil of secrecy.”

Teacher training providers were told that some providers would get three-year allocations to allow them to better plan staffing and resources. Last year’s experiment of dispensing with allocations and allowing a free-for-all was modified within months after fears that Cambridge and Oxford would lose their history teacher training places and certain regions would be left short of teachers despite having empty teacher training places.

The government has been asked for the figures for 2017 in parliament, via a written question from Baroness Donaghy.

But Lord Nash, the schools minister, replied earlier this week that the figures would be published “in due course”.

“The refusal to answer a clear and unambiguous question tabled in parliament is at best disrespectful to both the profession and to parliament itself,” said Mr Noble-Rogers. “We trust that the government will be more forthcoming in response to a freedom of information request submitted by UCET to the DfE on 24 November.”

Initial teacher training recruitment for 2017 consists a mix of allocated places in drama, history, PE and primary, uncapped recruitment in the hardest to fill subjects including maths and physics. There is a mix of allocated places for universities and school-centered initial teacher training in art, biology, chemistry, English and music. But School Direct providers can recruit in this last group of subjects up to a national cap.

The Department for Education has been contacted for comment.

[Source:- tes]

April 4, 2024 0 comment

Education

Dylan Wiliam: The nine things every teacher should know

by Rajdeep April 4, 2024

written by Rajdeep

We have more evidence about what works in the classroom than ever before, but how much of that knowledge is in the hands of teachers? Educationalist Dylan Wiliam outlines the essential information he wishes he’d had when he started out in schools – gleaned from some of the world’s top academics

I never trained as a teacher. I had applied for a place on a PGCE at the University of London, but after a couple of months of waiting, and with a pile of debt and nowhere to live, I took the first job I was offered. That just happened to be in a private, residential sixth-form college – what was, at the time, known as a “crammer”.

I learned very little about the realities of teaching large groups of students. But in retrospect, I can see that as an untrained teacher I was very lucky in being able to work with small groups of highly motivated students – in other words, to discover how students learn in something close to ideal conditions.

The following year, I got my first real teaching job. It was at Christopher Wren School, a boys’ school on the White City Estate in west London. Again, I was lucky, but for a very different reason.

“The Wren”, as it was known at the time, was what we would today call “challenging”. I started work the same morning as an economics teacher who walked off-site at morning break and was never seen again.

I was lucky because just about every teacher struggled to keep order and, more importantly, just about every teacher was willing to acknowledge the difficulties they had just getting through the day.

‘Tough’ lessons for student teachers

A dozen years later, when I was running a PGCE course, I found that this was not an isolated example. It turned out that student teachers who needed additional teaching practice did better when placed at a “tough” school than an “easy” school, because the staff tended to be more supportive when everyone had difficulties.

My teaching improved rapidly at the Wren and a lot of what I learned could probably be learned only through actual practice. However, I know some things now that it would have been really useful to be told by someone when I started teaching.

Some of these are things that were not known 40 years ago. Some are things that I might have learned about had I done a PGCE (although I doubt it). And some are things that I knew at a cerebral level but didn’t incorporate into my practice (the knowing-doing gap).

So here is my list of the nine things I wish I had known when I started teaching. TES subscribers can read the list in full here.

Nobody cares how much you know until they know how much you careThis phrase is generally attributed to Theodore Roosevelt, although it does not appear in any of his writings or recorded speeches. Whatever the source, it captures a key point for teaching. Teaching is about relationships, and these relationships are best when they involve mutual respect.
When I ran a PGCE, many of the student teachers told me that they were worried about whethertheir pupils would respect them. I generally replied that I was more worried about whether they would respect their pupils. When teachers start from the basic assumption that the pupils in their class are people – sometimes little people, to be sure, but people, with all the human rights that we accord to adults – then good things tend to follow.
This idea was beautifully encapsulated by Sarah Lawrence-Lightfoot, who, when asked to define good teaching, said it was “ideas as conveyed through relationships” (Moyers, 1989).
Here are the next 8, which you can read in detail in this week’s issue of TES:
Learning is a change in long-term memory
Memory is the residue of thought
Learning requires forgetting
If you don’t know where you’re going, you might wind up someplace else
The answers of confident students are a bad guide to what the rest of the class is thinking
The only thing that matters about feedback is what students do with it
Effective group work requires individual accountability
Students have deep insights into their own learning

Dylan Wiliam is emeritus professor of educational assessment at University College London and the author of several books on education

[Source:- tes]

April 4, 2024 0 comment

Education

Trojan Horse: ‘Christmas ban’ teacher case not proven

by Rajdeep April 4, 2024

written by Rajdeep

Oldknow Academy

The case against a teacher accused of stopping Christmas and Diwali celebrations at a school has not been proven, a disciplinary panel has ruled.

Asif Kahn, who worked at Oldknow Academy in Birmingham, had faced allegations of misconduct.

A National College of Teaching and Leadership panel heard the allegations against him in November, although Mr Khan did not appear at the hearing.

The Professional Conduct Panel has said it did not find the case proven.

Oldknow Academy was one of several schools investigated amid claims of a Muslim hardliners’ plot to control them; known as the Trojan Horse affair.

More on this and other stories from Birmingham and the Black Country

Mr Khan had been accused of agreeing “to the inclusion of an undue amount of religious influence in the education of pupils” at Oldknow, on or before 31 July 2014.

The accusations had included telling some male pupils to change for PE in a cupboard so they would not show their thighs, banning children singing during a production of The Wizard of Oz and turning his back on a woman as she offered to shake his hand.

He was also accused of sharing his personal beliefs with the children, for example telling the children they were not allowed pet dogs as they were Muslim.

A fellow teacher, former-acting head teacher Jahangir Akbar, was banned from teaching indefinitely in January, although he can apply to have his ban set aside in five years time.

[Source:- BBC]

April 4, 2024 0 comment

Education

Lifetime ban for maths teacher who slapped pupil

by Rajdeep April 4, 2024

written by Rajdeep

Failsworth School

A maths teacher who slapped a pupil in the face after “squaring up” to him has been banned from the profession.

Michael Nosiama, 31, was found guilty of hitting the boy at Failsworth School in Oldham in April 2015 after becoming agitated by his disruption in class.

A National College for Teaching panel was shown footage of an “angry” Mr Nosiama “goading” the pupil and making “violent physical contact”.

It said he was a “continuing risk” and banned him from teaching for life.

Mr Nosiama had taught at the Greater Manchester school for four months before the incident.

He was not present at the hearing but had said in written evidence that he “struck [the boy – referred to as Pupil A] in self-defence”.

However, the panel rejected this claim saying Mr Nosiama’s actions were “aggressive” and “deliberate”.

It found the teacher had “deliberately invited Pupil A outside for the altercation” and “provoked the incident for the purpose of Pupil A being potentially excluded,” it said.

The prohibition order states “due to the serious and violent nature of this case” and the failure of Mr Nosiama to develop “any insight into his behaviour”, he can never reapply to teach.

[Source:- BBC]

April 4, 2024 0 comment

Education

Teacher training budget slashed, despite recruitment crisis

by Rajdeep April 4, 2024

written by Rajdeep

training funding falls

The funding cuts were made when Scottish teachers were struggling to find jobs, but levels have never recovered, despite shortages in many areas

Universities have called for the Scottish government to increase funding for teacher training after it emerged that spending was now £13 million lower than seven years ago – despite the ongoing recruitment crisis.

The government has sought to reassure the public over recent teacher shortages, stressing that it has increased spending on initial teacher education (ITE) every year for the past five years.

And it has been quick to highlight its investment in new routes into the profession, including redundant oil workers retraining as secondary teachers.

However, figures obtained by TESS that span the past 10 years show that spending on ITE has fluctuated wildly over the period and is now substantially lower than it was a decade ago.

For the 2016-17 academic year, the teaching grant stands at £25.6 million – £13 million lower than in 2009-10 when £38.6 million was spent on teacher training.

The figures also show that between 2009-10 and 2010-11, funding for ITE was cut by around a quarter (£10 million), from £38.6 million to £28.6 million.

The cut was a measure to cope with rising numbers of unemployed teachers, but funding for ITE has never fully recovered, despite recent teacher shortages.

At the time, teaching unions, parents’ groups and politicians criticised the move and warned that it could lead to a shortage of teachers in future years.

‘Turbulent’ impact

Universities are calling for the government to increase its investment in ITE because schools of education are being forced to fall back on associate tutors employed on precarious contracts.

Dr Rowena Arshad, head of the University of Edinburgh’s Moray House School of Education, said: “The impact on schools like mine can be quite turbulent if there are significant spikes or downturns [in funding].

“This is because we will have staffing in place, or not, and will have to respond to those spikes or downturns. Employing new staff, or losing staff, is not a quick process…I suspect that all stakeholders are agreed that a yo-yo scenario is not a good one.”

A Scottish government spokesperson said that more than £2 million funding was being made available to train an extra 260 teachers in the coming academic year, and the target for 2016-17 was 66 per cent higher than 2011-12.

[Source:- tes]

April 4, 2024 0 comment

Education

Fantasy books such as Game of Thrones can damage children’s brains, head teacher says

by Rajdeep April 4, 2024

written by Rajdeep

Fantasy titles 'encourage difficult behaviour in children', according to the teacher

Aprivate school head teacher has urged pupils not to read Game of Thrones books, claiming they can damage their “sensitive subconscious brains”.

Graeme Whiting also said fantasy titles – such as Lord of the Rings, The Hunger Games and Harry Potter – “encourage difficult behaviour in children”.

He told parents to steer clear of the “mystical and frightening texts” and they should instead read classics such as those by Wordsworth, Keats, Shelley and Shakespeare.

Writing on his blog, Mr Whiting – head of the independent Acorn School in Nailsworth, Gloucester – said fantasy books can be bought without a “special licence”, despite damaging the “sensitive subconscious brains of young children”.

He wrote: “I want children to read literature that is conducive to their age and leave those mystical and frightening texts for when they can discern reality, and when they have first learned to love beauty.

“Harry Potter, Lord of the Rings, Game of Thrones, The Hunger Games, and Terry Pratchett, to mention only a few of the modern world’s ‘must-haves’, contain deeply insensitive and addictive material which I am certain encourages difficult behaviour in children; yet they can be bought without a special licence, and can damage the sensitive subconscious brains of young children, many of whom may be added to the current statistics of mentally ill young children.

“For young adults, this literature, when it can be understood for what it is, is the choice of many!

“Buying sensational books is like feeding your child with spoons of added sugar, heaps of it, and when the child becomes addicted it will seek more and more, which if related to books, fills the bank vaults of those who write un-sensitive books for young children!”

He added: “Children are innocent and pure at the same time, and don’t need to be mistreated by cramming their imagination that lies deep within them, with inappropriate things.”

Mr Whiting says he stands for the ‘old-fashioned values of traditional literature’ rather than the modern ‘dark, demonic literature’ which could warp children’s subconscious minds.

Ironically, one of Keats’ most famous poems, ‘Lamia’, is about a seductive serpent woman and Shakespeare’s plays are full of ghosts, demons and bloody violence.

He ends by telling parents: “It is the duty of parents to spend time to study such matters and form their own conclusions, not to think that because the world is filled with such sensational literature they have to have it for their children, because everyone else does!

“Beware the devil in the text! Choose beauty for your young children!”

Mr Whiting refused to comment further on his blog, but Nikki Ellis, parent and former teacher at the school, agreed with his views – even though she had only read one Harry Potter book.

She said: “I absolutely agree with Graeme Whiting’s views. For me, having read the first book of Harry Potter and watched one of the movies I feel that the darkness of the books is so palpable that it wasn’t the sort of thing that we would want to expose young children to in their formative years.

“I thinks there’s an element that’s so detailed and about occultism that it can desensitise children to the dark things in the world at a time when we want to build them up in a positive way.

“They are being exposed to things that can drag them into the dark world and the occult.

“And particularly in Harry Potter it suggests that ordinary people are boring or wrong and only the people who have magic powers are interesting. And right from the beginning the child is orphaned. These things are portrayed in a graphic way.”

She suggested that children should not read Harry Potter books before the age of 12 and warned parents off children’s favourite Roald Dahl.

“I love the humour of Roald Dahl but there’s a degrading element to his books. There are better books out there for children.”

Mr Whiting founded the Acorn School, where children do not wear uniforms or take state exams, in 1991.

It has been assessed as “outstanding” by Ofsted and its ethos is to “educate students as threefold human beings, nurturing the will, feeling, and thinking elements which are related to the head, heart, and hands”.

The last Ofsted report said “the school aims to provide young people with the finest education possible, using the principles of Rudolf Steiner, as well as those developed by the proprietor and his wife”.

April 4, 2024 0 comment

Education

Teacher beat 6-year-old for making spelling mistake

by Rajdeep April 4, 2024

written by Rajdeep

The beaten girl, who was only six years old

Ateacher at a primary school in norther Vietnam is under investigation after allegedly hitting pupil across the face with a ruler as a punishment.

Warning: Graphic images below

The incident took place last Friday at Phin Ngan Elementary School in the Bat Xat district of Lao Cai. The teacher, named as Tran Thi Thu Tra, reportedly became angry when the six-year-old pupil, identified only as T. in local media, misspelled a word during a dictation lesson.

The child’s mother, Chao Ke May, told reporters she became aware of the incident after two of T.’s school friends helped her daughter home from school.

“My kid’s face was swelling and there were bruises near her eyes,” she said.

T. was taken to Bat Xat general hospital, where she was treated for bruising around her eyes and surrounding facial area, and kept in for monitoring.

A spokesperson for the local education ministry confirmed the incident had taken place, and that the teacher has now been suspended from working pending an investigation.

The girl - identified only as T in local media in Bat Xat — The girl – identified only as T in local media in Bat Xat CREDIT: CEN

“Strict measures must be enacted to purge school violence,” the spokesperson said.

[Source:- Telegraph]

April 4, 2024 0 comment

Education

3 Indian teachers shortlisted for Global Teacher Prize 2020 worth USD 1 million

by Loknath Das March 20, 2020

written by Loknath Das

Three teachers from India were selected from over 12,000 nominations and applications across 140 countries. (Representative Image)

Three teachers from India have made it to the top 50 shortlist unveiled in London on Thursday for the annual USD 1-million Varkey Foundation Global Teacher Prize 2020, held in partnership with UNESCO.

Citizenship teacher Shuvajit Payne from Shiksha Niketan Barefoot College in Rajasthan, primary school teacher Ranjitsinh Disale from Zilla Parishad Primary School in Paritewadi, Solapur, Maharashtra, and computer science teacher Vineeta Garg from SRDAV Public School in Delhi were selected from over 12,000 nominations and applications across 140 countries.

“QR Coded Text Books

“It’s like a dream. My students and I are very happy to have made it to the top 50. Our hard work has paid off,” said Ranjitsinh Disale, credited as an innovator for using technology to improve primary education with his project of “QR Coded Text Books” – linking up video and audio content in different languages and dialects.

“I believe the recognition that this prize offers to an individual fuels motivation. It also puts their work under a spotlight. Moreover, being in the network of 50 educators who are on the shortlist opens up a lot of possibilities through exchange of ideas and learning,” said Shuvajit Payne.

Payne is the Head of Education at Barefoot College, responsible for the curriculum and operations of 50 informal community schools addressing the needs of rural India.

About Global Teacher Prize:

Now in its sixth year, the Global Teacher Prize was set up to recognise one exceptional teacher who has made an outstanding contribution to the profession as well as to shine a spotlight on the important role teachers play in society.

It has now partnered with the United Nations Educational, Scientific, Cultural Organisation (UNESCO) to closely tie in with the UN Sustainable Development Goal 4 – providing a quality education for every child.

“Now, more than ever, in a world of competing priorities, governments throughout the world must invest in teachers to meet their commitments to deliver universal quality education by 2030,” said Stefania Giannini, Assistant Director-General for Education at UNESCO.

Winner of Global Teacher Prize to be announced on October 12

The top 50 shortlisted teachers will be whittled down to 10 finalists by a Prize Committee, with that result set to be announced in June 2020. The winner of the 2020 prize is scheduled to be announced at a ceremony at the Natural History Museum in London on October 12.

Sunny Varkey, founder of the Varkey Foundation and the Global Teacher Prize, said:

“The Global Teacher Prize will start this new decade with renewed purpose and energy, moving the prize ceremony around the world, spreading the message deeper into new host countries, and making the prize’s reputation live up to its name as a true global celebration of teachers.”

“As the home of the Varkey Foundation and a great global city we’re proud to announce that London is the first of our new host cities.”

[“source=indiatoday”]

March 20, 2020 0 comment