Addressing the Teacher Gap: CLiP Joins the International Teacher Task Force

A teacher in Kenya with school children: Nick115 Pixabay

A Global Alliance of Partners’ Work Addressing the Teacher Gap

Rensselaerville, N.Y. – The Carey Institute for Global Good’s Center for Learning in Practice has been accepted as a member of the International Task Force on Teachers for Education 2030 (Teacher Task Force) whose work is addressing the Teacher Gap.

The Carey Institute’s Center for Learning in Practice (CLiP) and its flagship initiative, Refugee Educator Academy, recognize an abundance of quality content, including teacher training packs, social-emotional learning, and other critical content areas. CLiP seeks to build upon this knowledge base making existing content more widely available in measured, digestible blocks, which teachers can instantly make use of in their unique contexts. By placing participants at the center and building out from their goals, CLiP aims to develop foundational skills, shared language, immediately useful lessons and materials, and learning design practice mastery. CLiP looks forward to bringing its expertise to the Teacher Task Force and working with its members in addressing the Teacher Gap in gaining access to the materials they need, and the means to their own practice mastery.

“Our work is focused on practice on the frontline. Our Sustainable Learning Framework is a set of elements that need to be in place in order for organizations to scale and sustain their programs. If we want to realize large-scale change, you have to find a way to improve practitioner performance. Refugee educators,” says Dr. Diana Woolis, Director of the Center for Learning in Practice, “are the epicenter of the future of teacher preparation. If we can find a way to prepare and support them effectively, we will have modeled a future for teacher development around the world.”

In recognition of our accomplishments, the Teacher Task Force, a UNESCO related activity, has accepted the Carey Institute as a member of the multi-stakeholder partnership that includes national governments, intergovernmental organizations, UN agencies, and international NGOs, and global private sector organizations and foundations. The Teacher Task Force was created in 2008 and works in alignment with the Sustainable Development Goals (SDGs) adopted by the United Nations in September 2015, particularly SDG 4, the goal dedicated to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The Teacher Task Force’s work is further articulated in SDG Target 4.c, which states, “By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states.”

According to the UNESCO Institute for Statistics (2016), almost 69 million new teachers need to be recruited around the world to achieve the targets set out in SDG 4. The mandate of the Teacher Task Force is to advocate for, and facilitate the coordination of international efforts to provide sufficient numbers of well-qualified teachers by 2030, the deadline of the SDGs. The Teacher Task Force will provide expert information and data to the SDG Education Steering Committee, particularly on the implementation of the teacher target. The Teacher Task Force also aims to improve teacher quality and teacher quantity in formal and non-formal education settings worldwide, set by its 2018 – 2021 Strategic Plan.

The Carey Institute for Global Good is a not-for-profit organization founded in 2012 by William Polk Carey and is dedicated to building a strong, educated and just society. We provide education, tools and resources to practitioners of the global good to help them succeed. We put practitioners first — teachers, journalists, farmers — because we know that they have the power to change their communities and inspire others to do the same.

Note: As of 2022, the Center for Learning in Practice is part of Childhood Education International.

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