Sunday, October 4, 2009
Build the future; invest in teachers now
TODAY, October 5, we salute and say “Thank you” to all the teachers of the world as we celebrate World Teachers’ Day.
This annual tribute to teachers was enunciated by United Nations Educational, Scientific and Cultural Organization (Unesco) in cooperation with the International Labor Organization (ILO) and Education International, the recognized organization of 30 million teachers worldwide, in 1994 to commemorate the anniversary of the signing in 1966 of the Unesco/ILO Recommendation Concerning the Status of Teachers.
That joint recommendation has been the foundation of a number of global initiatives meant to enhance the welfare and ensure the dignity of teachers as the bedrock of educational reforms. Since then the three organizations have joined hands in ensuring that the world takes stock of the status of teachers and the teaching profession as the centerpiece of such reforms and the attainment of the UN-sponsored Education for All (EFA) agenda.
The 2009 theme
It is fitting that this year’s theme—“Build the Future, Invest in Teachers Now”—takes note of the possible impact of the global economic crisis on the avowed goal of governments worldwide to achieve the EFA goals by 2015. That agenda puts critical emphasis on, nay, guarantees the full and proper recruitment, training and professional development of teachers.
It is fitting that this year’s theme—“Build the Future, Invest in Teachers Now”—takes note of the possible impact of the global economic crisis on the avowed goal of governments worldwide to achieve the EFA goals by 2015. That agenda puts critical emphasis on, nay, guarantees the full and proper recruitment, training and professional development of teachers.
More than that, in an unprecedented move, the global educational sector has included other school workers, i.e., nonacademic personnel and community-based educational assistants in their broadened agenda of support.
These are welcome, albeit belated, moves. Nonetheless, we join the international community in celebrating this day and, thus, focus on the plight of teachers worldwide. We have said before and will say it again—societal reform can best, and will probably, happen mainly via educational reform.
By upgrading the quality and access to education, we ensure the enhancement of our quality of life and the sustainable future of the global community. That can only be assured as teachers get their just due, work and live in an atmosphere of peace and stability and with full dignity. Like second moms (or pops), teachers have very distinct and critical roles to play in shaping and moving societies.
In enunciating this year’s theme, the three organizations advised “the need for ongoing development of teachers from the pre-service or Initial Professional Education of Teachers to the in-service or Continuing Professional Teacher Development, levels.”
They also called upon governments to “invest in education by availing [themselves] of more financial resources with the ultimate goal of, among other things, improving the quality of human resources and their conditions of service.”
It is noted that sustained investment to develop a well-trained and motivated teaching force at this critical juncture is required more than ever. The organizations noted that an estimated 10.3 million new teachers must be recruited worldwide by 2015 just to meet the goal of universal primary education.
They noted that “in our rapidly changing and interdependent world, teachers not only have to ensure that students acquire solid skills in basic subjects, but also that they become responsible local and global citizens, at ease with new technologies and able to make informed decisions about health, the environment and other challenges.”
Indeed, the challenges for governments, is such that to falter in their resolve is to set back the progress and development of their societies in more ways than one.
We note that there is a shortage of teachers worldwide if we are to achieve universal primary education, and an even greater number needed for the provision of secondary, higher, technical and vocational or nonformal education, including alternative systems.
The teaching profession faces other challenges, as well, such as economic, social and technological issues, to name just three of the more pervasive ones, impacting on the profession. These challenges get even more serious in countries such as the Philippines, which are increasingly becoming the target of international migration as quality teachers get “poached” for jobs overseas. Innovative approaches to accelerate the development of a pool of quality teachers for our own requirements and that of other countries will be a big challenge for our educational managers now and in the future.
RP on the ball
It is worth noting that the Philippines has been at the forefront of enhancing the quality and access to basic education and, more critically, the upgrading of the status and dignity of our teaching force. The education budget has been increasing on a full amount and even on the basis of percentage of gross domestic product (GDP).
It is worth noting that the Philippines has been at the forefront of enhancing the quality and access to basic education and, more critically, the upgrading of the status and dignity of our teaching force. The education budget has been increasing on a full amount and even on the basis of percentage of gross domestic product (GDP).
Although we have yet to reach the ideal percentage of at least 5 percent to 7 percent of GDP, we are almost or may already be there if we combine all the funds dispersed in other agencies within the education and social-services sector committed to education. We note, in particular, those allocated for capital outlay, feeding programs and the like which also run in the billions of pesos.
The active and overwhelming participation of the private sector, especially at the tertiary levels, as well as endowments from other sources committed to education and training, should already enroll us among the world’s most “education-oriented” governments and societies. Which is why it is not surprising at all that every Filipino family is heavily committed to education and training as the principal, perhaps even the only, means for future advancement and social mobility.
We are aware that government funding will always fall short of our desired goals. Which is why we have to be creative in our approaches to teacher enhancement and in the provision of quality education. We note the deliberate and focused use of the additional funds for teacher training which Congress is poised to provide through the Commission on Higher Education (CHED) on a multiyear basis.
To put this to good use, the CHED, Department of Education, the Technical Education and Skills Development Authority, the National Council for Curriculum Assessment, the Commission on Early Child Education and Development, and the private sector will have to work together and pinpoint the “gaps” in the provision of quality, motivated and sustained teaching professionals.
Indeed, as we celebrate World Teachers Day, today we are reminded of the need to nurse our limited resources for the benefit of our teachers, the better to get more people interested and stay for life, if possible, in the profession.
This is particularly acute in the Philippines since we have become a prime target of teacher recruitment for other countries, especially in the critical positions, and, if we don’t watch out, the transfer of our teachers to other professions. There has to be a proper and comprehensive approach to stem the tide and enlarge and enhance the pool of professionals who are going to accelerate the molding of the responsible and patriotic citizens of a future progressive, united and dignified Philippines.
So, as we say “Thank you” to our teachers and salute them for their sacrifices, we can only promise to continue advocating the enhancement of their welfare and dignity as we monitor the implementation of programs and projects meant to synchronize intentions with real, active and positive implementation.
2 comments:
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