[Cebu, Philippines] Excerpts from Education Secretary Armin Luistro’s message to teachers in the Philippines:
[Image credit: UNICEF]
This is a crucial time for us. It is during times like this when you are most needed. It is important that you recognize your leadership role. The leader has to stand strong. Without a leader, chaos just spontaneously erupts.
Let’s look for people first. Don’t worry about damages to property – we will deal with that later. The worst thing is to count buildings and fallen trees and not account for our people.
Second, let’s bring our children back to school. The best way for kids to recover is to bring them back to their routine as soon as possible – and that is to bring them to school. There is no need to conduct classes right away. Let them play. Do activities.
The Department of Education must be the spokesperson for children. Bring them back to school; then we will start accounting for them. Let’s see who are not present and who cannot be contacted: sick, missing.
In times of crisis, we account for the lost sheep. This is what the leader should do: to leave the 99 and look for the lost sheep.
Read the original here.
More info on the impact of Typhoon Haiyan on children and education:
An estimated 2.8 million preschool and school aged children may have been driven from their homes. In the hardest hit area of Region 8: Eastern Visayas, more than 3,000 schools and 2,400 day care centres appear to be affected (via UNICEF)
Also see here.
The Education Management Information System (EMIS) statistics for 2012 indicate that Namibia has about 24 660 teachers of whom 1 208 are without teacher training and about 3 000 are underqualified.
"This is a concern to all. Namibia needs more teachers. Namibia needs better teachers. And Namibia needs teachers who optimally deliver at all times. The quality of an education system cannot exceed the quality of its teachers," Namwandi stressed.
In an attempt to rectify the dire situation, UNESCO developed a Teachers Strategy 2012-2015’ that focuses on developing capacity for training and building a high-quality teaching force in those countries most hampered by the lack of teachers, particularly in Sub-Saharan Africa.
The establishment of more specialist universities and education campuses for teacher training could see South Africa substantially increasing the quality and quantity of new teachers entering the profession.
A recent report from the National Education Evaluation and Development Unit (NEEDU, which forms part of the Department of Basic Education), was previously presented to the Committee, stating that there were substantial challenges with the quality of teachers and that for this reason it was desirable to develop a new qualification policy for teacher education.