After launching two global teacher surveys with UNESCO in the past, we are now embarking on a different project, namely the evaluation of the UNESCO-led project ’Strengthening Multi-Partner Cooperation to Support Teacher Policy and Improve Learning’.
Sustainable Development Goal 4.c. states that we should ’By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries.’ For this reason, UNESCO, and its partner organisations (UNHCR, UNICEF, World Bank, ILO, Global Partnership for Education, and Education International) launched an international project to strengthen cooperation for teacher policies.
On a global level, the partner organisations established a Cooperation Framework for teacher policies. This framework, as well as concrete activities, were implemented in four pilot countries: Burkina Faso, Ghana, Malawi, and Uganda. In each country, various activities took place to improve teacher training, involving diverse stakeholders such as the government and teachers’ organisations. The project was funded by Norway (NORAD, the Norwegian Teachers Initiative) and took place from 2017 - 2021.
Over the next five months, our task is to evaluate the relevance, coherence, efficiency, effectiveness, and sustainability of the project. We will focus particularly on the element of cooperation and partnerships in this regard. At the end of the project, we will project UNESCO and its partners with recommendations on how to strengthen its Cooperation Framework for teacher policies, as well as on how the current cooperation can continue after the project is completed.
