RECOMENDATIONS OF THE

TEACHING & LEARNING GROUP

PRESENTATIONS:1. Sonia Guerriero: TALIS 2013 Results: An

International Perspective on Teaching and Learning

2. Mary Burns: The Teachers We Need … and the Preparation They Deserve

3. Diana Hincapie: Teaching and Learning: An IDB Perspective

4. Kim, Jinhee: Competent Teachers in SDG Context: Critical Reflection and System Support

5. Alexey Semnov: Scientific Content of Teachers´New Generation Development

6. Dennis Sinyolo: SDG #4, Teacher Target & Strategies for Implementation, and Raising the Bar

KEY POLICY ISSUES:1. Need for global guidelines for developing

Professional Qualifications and Competencies Frameworks.

2. Need to protect and strengthen teacher professionalism.

3. Need to enhance the quality and quantity of opportunities for teacher learning.

4. Need to insure quality, equitable education for all, including those in vulnerable and insecure contexts.

5. Need to involve all stakeholders in determining educational policies and practices.

6. Need for more & better qualitative and quantitative research evidence to inform educational policy and practices.

RECOMMENDATIONS (1)The Taskforce in cooperation with its members should:1. promote at national, regional, and

international level Qualifications and Competencies Frameworks, including minimum professional standards for teachers, teacher educators, school leaders, and educational administrators.

2. work to enhance gender-sensitive and multiculturally-sensitive policies and practices that respect and promote the professionalism (autonomy, status, decent salaries, teaching and learning conditions) of teachers at all stages of their careers, including professional codes of ethics.

3. promote gender-sensitive and multiculturally-sensitive policies and practices to ensure inclusive, quality lifelong learning (preservice preparation, induction, continuous inservice professional development, mentoring, and supervisory guidance and support) for teachers, teacher educators, school leaders, and educational administrators.

RECOMMENDATIONS (2)The Taskforce in cooperation with its members should:4. promote gender-sensitive and multiculturally-

sensitive policies and practices that enable all teachers to effectively and equitably address learning for all, including learners in all contexts and situations of vulnerability and insecurity (e.g., the marginalized, refugees, indigenous people, and disadvantaged).

5. promote gender-sensitive and multiculturally-sensitive policies and practices that encourage teachers, educational administrators, parents, and community members as well as children and youth to participate and make decisions collaboratively to promote equitable, quality learning for all.

6. should encourage various organizations and groups, including educators, to undertake and disseminate the findings of research on teaching, teacher learning, student learning.