This is the groundwork for the development and implementation of standards and competences for teachers and school leaders around the world.
These recommendations are among the earliest and strongest declarations of teaching as a profession. Beginning from 1966, the idea that teaching is not a profession was totally rejected and all countries of the world were called upon by UNESCO and ILO to regulate teaching exactly the same way they regulate the other professions (Medicine, Engineering, Law, etc.). Teachers are to be accorded due respect and remuneration, and only individuals who pass through teacher training, and acquire the required competences, could be regarded as teachers. These are landmark recommendations that transformed the landscape of the teaching profession. Many decades after, their impact had never whittled down - more and more frameworks are emerging from UNESCO, International Task Force on Teachers for Education 2030, International Forum of Teacher Regulatory Authorities (IFTRA), Africa Federation of Teaching Regulatory Authorities (AFTRA) and other global and African continental regulators of teaching.
The document reveals the details of the SDG4 - Education. It states the targets and indicative strategies of SDG4, among others.
This document elaborates the targets and strategies of SDG4-Education.
This UNESCO Guide explains the nine dimensions of teacher policy, their content, implications and connectedness.
Here is the universal classification of the levels of education and their exit competences.
This is an extension of the International Standard Classification of Education (9ISCED 2011). It was developed in 2021 to focus on the classification of teacher training programmes to clear ambiguities in classifying such programmes.
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