[UNITED STATES] The number of alternative programs nationwide has skyrocketed, rising from 70 programs in the 2000-2001 school year to 658 in 2011, according to the U.S. Department of Education, and these programs now make up 31 percent of all teacher preparation programs in the nation. Yet experts on teacher preparation acknowledge that little is known about which strategies actually work best for developing high-quality teachers. (via Alternative routes to teaching become more popular despite lack of evidence | Hechinger Report)

Worldwide, 250 million primary school age children are not learning the basics – even though almost half of them are in school. Studies in several countries have shown that many children spend two or three years in school without learning to read a single word. That is why the 2013-14 EFA Global Monitoring Report will focus on recruiting and training effective teachers, who are vital to overcoming the learning gap and providing equitable education for all.

(via Every child needs a good teacher, especially in the early grades | World Education Blog)

Also see here.

U.S.: Low Standards for Teacher Training

The U.S. public education system is trying any number of techniques—from charter schools to presidential initiatives to oil-company-run teacher academies—to catch up to countries like Finland and South Korea in math and science education. But policymakers seem to be overlooking one simple solution: requiring math and science teachers to progress further up the educational ladder before they teach those subjects to kids.

(via U.S. science teachers are behind in training, degree requirements. - Slate Magazine)

[AUSTRALIA] Distinguishing between mood disorders and the normal difficulties of adolescence is not always easy, but a new program has been developed by the institute to give teachers and students a better understanding of mental health issues.

The institute will train 1500 high school teachers across Australia in the HeadStrong teaching resource over the next three years. It will reach 90,000 students, with a focus on those in rural and remote locations. (via High schools join the fight against depression)

Three institutions from Nepal, South Africa and Venezuela will be recognized for supporting and improving teachers’ effectiveness in developing countries, the United Nations Educational, Scientific and Cultural Organization (UNESCO) announced today.

The Rato Bangala Foundation, the African Institute for Mathematical Sciences Schools Enrichment Centre, and the Banco del Libro will be awarded the UNESCO-Hamdan Bin Rashid Al-Maktoum Prize for Outstanding Practice and Performance in Enhancing the Effectiveness of Teachers during a ceremony in Dubai in April.

The three institutions will be recognized for their outstanding work in the education field in developing countries or within marginalized or disadvantaged communities, UNESCO said in a news release. (via Nepal, South Africa and Venezuela to receive UN prize for boosting education)

On the continent of Africa, the use of mobile technology and online content in various forms is gaining steam as a way to bypass some countries’ most significant education hurdles, including rural settings, limited electricity, and a lack of educational resources. Experts say mobile technology—whether cellphones, laptops, MP3 players, tablet computers, or e-readers—is likely to aid many African countries in making a leap in education that was impracticable not long ago. (via Education Week: Mobile Devices Address Tech. Equity in Africa)