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close this bookThe Education for All Teacher-Training Package - Volume 1 (UNDP - UNESCO, 1995, 162 p.)
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View the documentForeword
Open this folder and view contentsTopic 1 - Introductory Topic
Open this folder and view contentsTopic 2 - Access and Equity
Open this folder and view contentsTopic 3 - Focusing on Learning
Open this folder and view contentsTopic 4 - Broadening the Means and Scope of Basic Education
Open this folder and view contentsTopic 5 - Enhancing the Environment for Learning
Open this folder and view contentsTopic 6 - Strengthening Partnerships
Open this folder and view contentsTopic 7 - Culture and Cultural Identity

Foreword

The World Declaration on Education for All, adopted unanimously in March 1990 by the World Conference on Education for All meeting in Jomtien, Thailand, is a call for action to meet the basic learning needs of all children, youth and adults. The Conference was convened and sponsored jointly by the executive heads of UNESCO, UNICEF, the United Nations Development Programme (UNDP) and the World Bank. It was hosted by the Government of Thailand, and eighteen other governments and organizations were co-sponsors.

The Declaration underpins a worldwide consensus on an expanded vision of basic education and a renewed commitment to provide education for all in all countries. The task of giving effective expression to the values and ideas it embodies constitutes a major challenge to teachers everywhere and indeed to all those engaged in the educational process at all levels. Their co-operation and support and, above all, their own understanding of and commitment to these values and ideas together constitute the most important prerequisites for success. Only through their efforts will basic learning needs be met and thus lead to the empowerment of both individuals and society which is central to the expanded vision of basic education for all.

Recognizing this, UNESCO, supported by UNDP, launched a project to prepare a teacher-training package which would make the main messages of the World Conference readily accessible to those involved in basic education worldwide. The package has been designed to encourage all working at the grass roots to think in practical terms about the implications of 'Education for All' and about what it means to meet 'basic learning needs'. The purpose has been to provide a basis for in-service training courses for teachers as well as for courses at the pre-service level. Presented in the form of a series of topics, the package has been designed as a complement to teacher-training programmes. At the same time, the material will be found to be well-suited for self-directed study by teachers, teacher trainers and personnel engaged in education management and administration, working individually or in groups. iii

It can also be adapted for use in distance education. Furthermore, it is hoped that the package will be of value as a means of preparing the ground for the longer-term process which, with the collaboration of ministries and education authorities, non-governmental bodies and teacher-training institutions, will ensure the continued development of the materials and their acceptance as an integral part of pre-service and in-service training programmes for education personnel.

The materials which make up the package were prepared in the context of technical co-operation among developing countries. They are the product of development and testing of a series of modular elements by three working groups of educators and teachers - one in Africa (based in Zimbabwe), one in Asia (based in the Philippines) and one in the Caribbean (based in Jamaica). Their contributions, therefore, reflect the settings in which they work. But to emphasize the common purpose, provision was made for the leaders of the groups to meet together to review, assess and consolidate their contributions. The overall design of the package and the final editing and adapting of the material has been carried out by Mrs. Sheila M. Haggis.

Sheila Haggis worked with great courage and commitment to complete this package before her untimely passing in April 1995. The materials reflect her absolute dedication to the cause of Education for All. Sheila Haggis joined UNESCO in 1969 and devoted her life to helping teachers and teacher-educators worldwide. This package is dedicated to her memory.

Colin N. Power
Assistant Director-General for Education

Structure and Use of the Material

The package is made up of an introductory unit, twelvesubstantive topics and a concluding unit. The substantive topics cover many different aspects of Education for All, ranging from access and equity to the environment for learning, and from cultural identity to scientific and technological literacy and the world of work. Most should involve three to four hours of work but three (Topics 2, 9 and 11) are each likely to require a total of eight hours. Topics 12 and 13 are of particular relevance to those in ministries, local authorities and schools who are primarily concerned with the planning, organization and administration of education. However, in view of the prevalence of one-teacher schools in some parts of the world and given the fact that it is not uncommon for teachers to be assigned administrative responsibilities without further training, early orientation in some administrative aspects of Education for All should prove useful.

The material has been designed primarily for use in in-service training courses or in a one-semester pre-service course. If it is used for self-study by teachers, the programme should be organized in a way that will enable them to work together in groups and not be left in isolation. While the topics have been designed as a series to be covered as a whole, each is complete in itself so that, if necessary, individual units can be selected for incorporation into national or local training programmes.

Each topic is introduced by an overview outlining the nature and scope of the material together with a list of expected learning outcomes. The main body comprises a series of learning activities. These are presented in a logical pedagogical sequence, interspersed with readings and complemented by bibliographical references and suggestions for further reading and study. The accompanying audio-visual material forms an integral part of the package.

The package, as a whole, will be found to draw substantially on three specially commissioned monographs. These were published by UNESCO to provide a synthesis of the work of the series of round tables organized during the World Conference on Education for All and contain a valuable body of supporting material.

Users of the package are strongly recommended to work through the material in the sequence in which it is presented, with all 'activities' being carried out as described. These vary widely and, while some may be taken at a relatively leisurely pace, others call for considerable sustained concentration and effort. Some involve watching a video and then discussing it with colleagues. Others involve identifying issues, problems or topics for study in a particular field of education. Still others invite participants to construct models or to engage in role play and games designed to help them gain an understanding of particular concepts. Some activities are to be carried out individually, others in small groups or by all those following the course.

The intention throughout is to engage each member of the course in an active process of learning and of thinking through the questions and issues being presented. He or she must be stimulated and encouraged to interact with the other participants. Some may not be familiar with certain of the techniques, particularly role play and games. It is important for the course organizer to be aware of this, ensuring that the activities are carried out constructively and encouraging participants to recognize the value such techniques can have for their own teaching. They should certainly be encouraged to write down the results and conclusions of each activity so that at the end of the course they will take with them a permanent personal record for future use.

ACKNOWLEDGEMENTS

Africa Group Co-ordinators:

Dr Richard Hodzi
Former Chairman
Department of Science and Mathematics Education
University of Zimbabwe and
The UNESCO Subregional Office for
Education in Southern Africa, Harare

Asia Group Co-ordinator:
Development Academy of the Philippines

Caribbean Group Co-ordinators: The Caribbean Joint Board of Teacher Education
and
The UNESCO Office, Kingston, Jamaica