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Things to consider when discussing the challenges:

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Things to consider when discussing the challenges:

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1. Resource constraints
2. Connectivity
3. Long term impact
4. Cultural context

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Teachers for a Changing World Spotlight 

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Teachers for a Changing World Spotlight 

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Learn more about the Teachers for a Changing World Spotlight from the World Bank Group and HundrED

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The World Bank Group and HundrED are teaming up, with financing from the Global Partnership for Education (GPE), to identify and share leading solutions from around the world that are helping teachers thrive in an ever-changing classroom. Through this Spotlight, we aim to find scalable solutions that enhance teacher in-service professional development.

In Partnership with the World Bank & with financing from GPE

Scalable approaches to in-service teacher professional development are needed to achieve inclusive and equitable quality education for all by 2030

While teachers are the single most important school-based determinant for student achievement, if they are not able to effectively teach, students will not learn. In addition to the limited access to infrastructure to facilitate remote instruction, there are shortages of effective training and professional development programs to prepare teachers on how to use technologies, much less on how to effectively instruct with them. Moreover, there is huge variability in the amount of training and support teachers are given, which varies considerably between countries and at a district level. Countries will have to ensure their teachers continuously develop the competencies needed to adapt to changing contexts.

As of October 2019, 53 percent of children in low- and -middle-income countries were unable to read and understand a simple text by age 10. The COVID-19 pandemic is amplifying the global learning crisis and has disrupted learning for more than a billion students globally. It's estimated the extended periods of school closures could increase the learning poverty rate to 63 percent, leading to significant negative effects on learning and human capital development. Governments have tried to minimize the negative effects of the crisis by employing remote learning solutions. However, as governments implement these plans, teachers shoulder the burden of delivering a high-quality education, despite not having the preparation or support to do so effectively.

This project aims to identify and promote impactful and scalable solutions that support teachers' professional development

Teachers are at the heart of education and foundational in preparing students for a world where they must collaborate with others, adapt quickly to change, and where success will hinge on attitudes and behavior as well as knowledge.

In a new reality that requires teachers to constantly adopt new skills and knowledge, technology can facilitate access to more frequent and at scale approaches to teacher PD. This is especially relevant given the restrictions associated with the COVID-19 pandemic and in contexts where mobility is affected by fragility, conflict, and/or violence (FCV). Many of the new platforms, software, and low-tech resources include the potential of offering solutions "at scale" (e.g. national or regional) with the potential to benefit and engage a large number of teachers, either remotely or face-to-face.

The World Bank Group and HundrED are teaming up, with financing from the Global Partnership for Education (GPE), to identify and share leading solutions from around the world that are helping teachers thrive in an ever-changing classroom. Through this Spotlight: Teachers for a Changing World, we aim to find solutions that train and improve teaching practices around the world. The Spotlight selections will be announced and promoted in August 2021 to education leaders, policymakers, and teachers around the world and contributes both to the World Bank Group goal of eliminating Learning Poverty and HundrED's mission of helping every child to flourish in life.

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Latest articles 10.12.2020

HundrED & The World Bank Announce a New Project Transforming Teacher Professional Development

The World Bank Group and HundrED are teaming up, with financing from the Global Partnership for Education (GPE), to launch the Teachers for a Changing World: Transforming Teacher Professional Development Spotlight which aims to seek scalable and impactful solutions that intersect the use of technology and education for enhanced teacher professional development.

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The World Bank Group and HundrED are teaming up, with financing from the Global Partnership for Education (GPE), to identify and share leading solutions from around the world that are helping teachers thrive in an ever-changing classroom. Through this Spotlight, we aim to find scalable solutions that enhance teacher in-service professional development.

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According to the Education Commission, in 2015 there were 2.7 million fewer teachers employed than were needed across the developing world. If this continues, more than  25 million new teachers will need to be recruited by 2030 just to ensure that every child can attend primary school. Learn more about the reforms and increased financial investment required to meet this need.

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Economies will rise or fall depending more on their intellectual resources than their physical resources. The valuation of companies will depend more on human capital than physical capital. The pathway to growth for developing economies will depend less on traditional forms of export-led growth and more on education-led growth.

And yet the world today is facing a global learning crisis. If current trends continue, by 2030 - the date the international community has set for attaining quality secondary education for all - less than 10 percent of young people in low-income countries will be on track to gain basic secondary level skills. The costs of this learning crisis - unemployment, poverty, inequality and instability - could undermine the very fabric of our economies and societies.

But there is a better vision for the future of global education and young people. Indeed, it is possible to ensure that all children and youth are in school and learning the skills they need to be successful in work and life. Based on research from the Education Commission, this vision is achievable within a generation if all countries accelerate their progress to that of the world's top 25 percent fastest improvers in education. This report proposes the largest expansion of educational opportunity in history and outlines the reforms and increased financial investment required to achieve it.

Today's generation of young people faces a radically changing world.

In some countries, up to 80 percent of today's jobs could be lost.
New technologies that are disrupting industries and changing the nature of work will increase the demand for high-skilled labor and make many low- and medium-skilled jobs obsolete.

Young people in developing countries will face the greatest challenges in the years ahead. With many of the world's low-skilled jobs most susceptible to automation, developing economies will be at greater risk of technology-induced unemployment. In the past, many developing economies achieved growth by moving farm workers into factories. In the future, new growth models will need to be found, but these will require higher levels of skills than developing economies are currently set to offer. Changing global demographics will exacerbate this challenge with the greatest population increases occurring in countries currently lagging furthest behind in education. By 2050, African countries will be home to a billion young people.

Already some 40 percent of employers globally are finding it difficult to recruit people with the skills they need.

If education in much of the world fails to keep up with the rising demand for skills, there will be major shortages of skilled workers in both developing and developed economies as well as large surpluses of workers with poor skills. This skills gap threatens to have far-reaching economic, social, and political repercussions. The growing skills gap will stunt global economic growth and reverse progress toward ending extreme poverty. Without action to give young people the education and skills they need to compete, more than a quarter of the population in low-income countries could still be living in extreme poverty in 2050.

The impact of poor education on health will be equally severe.

Projections suggest that by 2050, the number of lives lost each year because of a failure to provide adequate access to quality education would equal those lost today to HIV and malaria, two of the most deadly global diseases. By 2050, population growth would be at least 15 percent higher than if all children were learning - a critical factor in development as a whole.

If inequality in education persists, the implications for global stability are also dire.
Historical analysis shows that inequality fuels unrest and when educational inequality doubles, the probability of conflict more than doubles. Unrest is likely to be greatest where the gap between youth expectations and daily realities is widest. Population movements could further compound these pressures. Today, the number of people displaced by conflict is at an all-time high and migration from conflict, climate change, and economic strains is set to increase. The number of international migrants, many of whom will have been denied the opportunity to acquire skills, is estimated to grow to around 400 million people by 2050. With education critical to resilience and cohesion, the dearth of skills will increase vulnerability to shocks and the risks of instability across the world.

Where economic, technological, demographic, and geopolitical trends collide with weak education systems, the risks of instability, radicalization, and economic decline are at their greatest. If the world does not equip all young people with the skills they will need to participate in the future economy, the costs of inaction and delay could be irreparable.

Quality education is the most critical factor in closing the skills gap and one of the most important in determining a child's future success.

Yet, education in many developing countries is not improving and children are instead falling dangerously behind.

Today, 263 million children and young people in the world are out of school, and the number of primary-aged children not in school is increasing. For those children who are in school, many are not actually learning. In low- and middle-income countries, only half of primary school children and little more than a quarter of secondary school children are learning basic skills. The Education Commission projects that if current trends continue, by 2030 over three-quarters of a billion young people in low- and middle-income countries will not be on track to acquire basic secondary-level skills. In low-income countries, only one out of 10 will be on track (see Figure 1). Without urgent change, more than 1.5 billion adults will have no education beyond primary school in 2030.
Figure 1: A Global Learning Crisis: The expected learning outcomes of the cohort of children and youth who are in school in 2030

The case for investing in education is indisputable. Education is a fundamental human right. It is critical for long-term economic growth and essential for the achievement of all of the United Nations Sustainable Development Goals. A dollar invested in an additional year of schooling, particularly for girls, generates earnings and health benefits of $10 in low-income countries and nearly $4 in lower middle-income countries (see Figure 2). Around one-third of the reductions in adult mortality since 1970 can be attributed to gains in educating girls and young women.
The value of education will only continue to increase because it is education that will determine whether the defining trends of this century - technological, economic, and demographic - will create opportunity or entrench inequality. Meeting the global challenges facing humanity today and in the decades to come will without exception depend on how countries improve their education systems.

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Economies will rise or fall depending more on their intellectual resources than their physical resources. The valuation of companies will depend more on human capital than physical capital. The pathway to growth for developing economies will depend less on traditional forms of export-led growth and more on education-led growth.

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Successful Teachers Successful Students: Recruiting and Supporting Societies Most Crucial Profession   

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Successful Teachers Successful Students: Recruiting and Supporting Societies Most Crucial Profession   

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This report from the World Bank Group draws on dozens of studies and the latest evidence to offer 5 principles on how to attract the best candidates into the teacher profession and then how to prepare them, select them, support them, and motivate them.

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Conversations from the World Bank Education Technology Team

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‎World Bank EduTech Podcast on Apple Podcasts

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‎Conversations from the World Bank Education Technology team.

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From coping to improving and accelerating: Supporting teachers in the pandemic and beyond

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From coping to improving and accelerating: Supporting teachers in the pandemic and beyond

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From coping to improving and accelerating: Supporting teachers in the pandemic and beyond

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Countries now have an opportunity to build back better and must consider how best to help teachers not only cope through the crisis, but also become better equipped with the skills to succeed in the wake of it.

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What is your experience like fostering communities of teachers? Or working with school ambassadors?

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What is your experience like fostering communities of teachers? Or working with school ambassadors?

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 Do you have lessons learned from cascade professional development? 

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 Do you have lessons learned from cascade professional development? 

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How can we best support "teachers as designers" beyond formal PD classes and workshops?

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How can we best support "teachers as designers" beyond formal PD classes and workshops?

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Do you think that technology will ever replace teachers?

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Do you think that technology will ever replace teachers?

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 We currently have to train 1000s of teachers, but our team is small, how can we provide meaningful feedback to everyone?

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 We currently have to train 1000s of teachers, but our team is small, how can we provide meaningful feedback to everyone?

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How can we moderate/provide meaningful feedback to large quantities of teachers in our PD sessions?

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How can we moderate/provide meaningful feedback to large quantities of teachers in our PD sessions?

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What are best practices for meaningful professional development at scale? 

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What are best practices for meaningful professional development at scale? 

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Guide To Creating An Innovation Page And Submitting Your Innovation to A HundrED Collection

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Guide To Creating An Innovation Page And Submitting Your Innovation to A HundrED Collection

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Do you have a solution that is currently working to transform teacher professional development? Learn how to submit your solution to the Teachers for a Changing World Spotlight!

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Want to know how to make an innovation page and submit for one of our projects? You've come to the right place!
Before you begin, know it typically takes around 30 minutes to 1 hour - though you can save progress and come back multiple times to finish it. There are many benefits to making a page, which can be found here.

Follow these three easy steps to get started:

1. You need a HundrED account to create an innovation page and edit its contents: If you do not have a HundrED account, please create one by clicking this: " Create an account". However, if you already have an account, please login.

2. Decide what projects you are applying for. We have two main types of innovation collections:

(A) " on this Our annual Global Collections: Any innovation in education can submit to be considered. To submit for our next Global Collection (and future ones), click " Create an innovation page link.

(B) ). To submit your innovation for one of our Spotlight projects, first make sure you qualify through reading each project's webpage; you can find the Spotlight page from this Spotlights: These projects are either focused on a specific region (e.g. Switzerland or Pittsburgh) or a theme (e.g. Digital Wellbeing or Creativity clicking on the "Create an innovation page" on its collection page. link. You can then submit an innovation for that Spotlight project by

*If you want to apply your innovation for multiple projects, you can do achieve this when making and editing your innovation page. We will also be on the lookout to consider any innovation page for all current and future projects.

3. Once you have both logged in to our system and have clicked "Create an innovation page", carefully follow the instructions as they are presented.
Throughout the process, it is important to know that:

Your Innovation page remains hidden from public view until you publish it.

You can add (and delete) more owners on your page to have others helping with maintaining it. Every owner must create a HundrED account in order to have editing rights.

If you are shortlisted or selected for a project, we will contact you through the contact information you have provided. Please make sure this information is up to date!

You can read about our selection process by visiting this link.

Make sure you read through a few selected innovation pages from our previous projects for inspiration.

Do spend the time to review your page thoroughly and aim make your page clear and attractive. Also, please aim to update your page every 3-4 months.

If you come across any problems, please do not hesitate to contact us through research@hundrED.org. Please be sure to include a link to your innovation when making requests.

We very much look forward to hearing about your amazing work!

ABOUT AUTHOR

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Guide To Creating An Innovation Page And Submitting Your Innovation to Our Collections

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Want to know how to make an innovation page and submit for one of our projects? You've come to the right place! Before you begin, know it typically takes around 30 minutes to 1 hour - though you can save progress and come back multiple times to finish it.

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HundrED Ambassadors are passionate about bringing change through innovations in K12 education. All stakeholders in education are welcome to join the community! Click the link below!

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HundrED Ambassadors are passionate about bringing change through innovations in K12 education. All stakeholders in education are welcome to join the community!

Who are HundrED Ambassadors?

HundrED Ambassadors is a thriving global community of education stakeholders passionate about bringing change through innovations in K12 education. This voluntary community comprises of 600+ teachers, school principals, education consultants, professors, parents and students from over 90 countries!

They are the eyes and ears for HundrED

identifying impactful innovations,

helping them spread &

inspiring a local movement that collaborates to drive change.

Benefits of being a HundrED Ambassador

Professional Development

Explore some of the world's leading innovations in K12 education, trending education themes and global research on new pedagogically-sound, ambitious innovations.

Connections

Get an opportunity to connect with 1000+ local experts, educators and innovators committed to helping children flourish!

Opportunities

Engage with exclusive, global & local opportunities and connections that help spread K12 education innovations worldwide.

Learn more about HundrED Ambassadors

HundrED Ambassadors are teachers, school principals and a variety of global education stakeholders passionate about bringing change in K12 education through impactful innovations.

Our Ambassadors are passionate about HundrED's mission to improve education and believe the best way to that is through impactful innovations. Additionally, they:

Are involved in the local education landscape within your community.

Have the drive, like to take initiative and can take ownership of your own involvement within the larger HundrED community.

Have a network of educators who are interested in trying our selected education innovations as well as being part of HundrED events & campaigns.

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HundrED Ambassadors are passionate about bringing change through innovations in K12 education. All stakeholders in education are welcome to join the community! HundrED Ambassadors is a thriving global community of education stakeholders passionate about bringing change through innovations in K12 education.

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We would like to capture the magic that happened during the conversation and share your insights in an article to be published on hundred.org. We kindly ask you to take 3-5 minutes to fill out this survey. Once finished you will receive a recording of the webinar along with additional resources.

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https://clip.careyinstitute.org/home/sustainable-learning-framework/

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For Uganda, not enough investment, governemnt is not investing enough on national level. Rural areas, the capacity of teachers to use the technology. 

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For Uganda, not enough investment, governemnt is not investing enough on national level. Rural areas, the capacity of teachers to use the technology. 

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competing agendas

technology / digital divides; connectivity

limited PD opportunities

lack of specific PD for specific roles, communities (i.e. refugee education or education in emergencies)

volume of information is large; challenging to navigate

varying quality of PD content

cultural context is important; local context and language

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- Access to quality education
- Education system is very politicized

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Mexico challenges: institutional (lack of policy) / most of the teachers technology could worse the quality of teaching.
San Jose (USA) teachers know technology but not pedagogy and vice-versa.
Brazil:  teachers don't have the youtubers' communication skills that youtubers have;
Belgium: reflection on digial skills is needed

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Challenges:
US: Difficult to monitor people long term

Singapore: Resources / time. Teachers are overwhelmed by their workload (lessons preparation, assessment, parents etc.) and they do not have time to focus on proper professional development

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Things to consider when discussing scalable solutions

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Things to consider when discussing scalable solutions

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The Successful Teachers Successful Students: Recruiting and Supporting Societies Most Crucial Profession report released by the World Bank suggests that effective teacher training programs have certain characteristics in common

1. They tend to include a face-to-face component
2. They are subject-specific
3. They are linked to some sort of professional incentives (such as opportunity for promotion)
4. They include practice with other teachers
5. They include follow-up visits in the teachers own classroom.

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Nepal, same but also the low apprecation of teachers. 

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Nepal, same but also the low apprecation of teachers. 

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1) Lack of clear development milestones and career opportunities
2) Lack of recognition
3) Less focus on coaching, feedback, and reflective practice

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- Collaborative design teams, to integrate tech and pedagogical approaches
- appropriate tech for different contexts e.g. physically mobile online teacher prof. development & student learning & assessment
- working with Ministries of Education, School Networks and with Principals to provide teacher professional development at scale

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Mix reality in Lat Am. Some have tech, some dont. Sometimes have to be really creative.  Same in Jamaica.  Tansania big difference between public & private schools.  Time resource  is big challenge. Sometimes late in the evening / weekends.  Have to find a work life balance.  

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Mix reality in Lat Am. Some have tech, some dont. Sometimes have to be really creative.  Same in Jamaica.  Tansania big difference between public & private schools.  Time resource  is big challenge. Sometimes late in the evening / weekends.  Have to find a work life balance.  

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Knowledge goes away when teachers leave (it does not stay in schools)
Some trainings are a bit away from reality of the teachers and the children (ie.- size of classes change from country to country)
Need of classroom observation.

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- Teachers should be involved in the design.
- Take into account the different needs.
- Personalized.
- Get help to develope their own creativity.
- Practice based.
- Framework to guide the teachers.
- Engagement.
- It's not efficient to copy -> We should provide a way to encourage creativity.
- Incorporate professional developement in the work of the teachers.
- Avoid IKEA activities, encourage to HACK the IKEA activities.
- Provide a Learning community.
- Evaluate the results: what worked, what was valuable,...?
- Is it necessary to have a framework for professional development?

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Some solutions:
- Use low tech platforms (alternatives) like Whatsapp, radio stations
- Create professional communities for support
- Micro credentials
- Teachers should be involved in the design / selection of the professional development content / courses

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Does it have to be just about professional development? Should it not start with personal social and emotional wellbeing?

Mixture of synchronous and asynchronous opportunities.

Vital for teachers to be able to build communities and share knowledge with one another.

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Confusing impact with participation. Need better metrics.
Teacher training programs are not preparing students for the new role in teaching. How to help students develop their own ideas, 20% should have student control.
Norway's new curriculum involves parents more.

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Educators need TIME for authentic conversations that can allow them to build relationships while doing deep work.  Time must be sufficient in duration, sustained to support work together over time, time in vertical groups (with administrators), etc.
During the pandemic, time is especially challenging, as teachers are already burned out from being online with students all day.

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Teachers are fed up due to Covid, hybrid, distance etc... and are leaving their profession.

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Devices delivery, personalised learning environments, asyncronous and syncronous.

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Flexibility and giving teachers

Professional development should be flexible: adapting between times and solutions. Give them options

Have just developed a way to opt out of a training if you already know how to use a tool

Providing micro digital badges> motivates them and gives them a way to show they have the skills

Prioritising the wellbeing of teachers

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Games, simulations, same information in multitude of ways.

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Scalable means leaving nobody behind - low tech solutions as well.

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Teachers and school administrators have knowledge and skills they need to develop individually, but if their schools (as organizations) don't also "learn," educators will not be able to fully utilize their increased capacity.
Organizational learning is supported by strategic opportunities for teachers and admins to learn together so they are growing the whole organization and #LeadingInSync.

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One way I am thinking about Teacher Professional Development is looking at it as an aspirational career from end to end. So are we hiring the best and compassionate individuals as teachers. Most TPD focuses on training and imparting skills and knowledge, I think there needs to be an equal emphasis on their mindsets, motivation, recognition, etc.. Professional development could be linked with career growth as well. Entry barriers to teach has to reduce and retention barriers to continue to teach has to be high to ensure it is aspirational.

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One solution to counter "teacher burn-out" is to create teacher-to-teacher learning and solution communities for sharing resources (technology, learning spaces, etc) and learning approaches (dealing with online environments, fostering empathy and wellness, etc) - https://hundred.org/en/innovations/proyecto-aletea

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- Lack of qualification
- Lack of connectivity between teachers
- Economic limitations
- Not accessible for everyone
- Time constraints (teachers have long working days)

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- Change mindset: teachers can change the world
- Motivation of teachers
- Quality of teacher training (not only access)
- Work across disciplines (collaboration between teachers)