The following publication analyses the impact on the practice and identity of teachers that take part in Teacher Academy online courses and associated in-school activity:
This report contains more than 35 updated structural indicators on education policies for the 2019/20 school/academic year in six policy areas: early childhood education and care (ECEC), achievement in basic skills, early leaving from education and training (ELET), higher education, graduate employability and learning mobility.
As the teaching professions face rapidly changing demands, educators require an increasingly broad and more sophisticated set of competences than before. In particular the ubiquity of digital devices and the duty to help students become digitally competent requires educators to develop their own digital competence.
Inclusion in education is an ongoing process of removing barriers that prevent some learners to participate in quality education. This policy memo demonstrates that inclusive ECEC could further the goal of inclusive education, by ensuring that inclusion begins early in the trajectory of lifelong learning.
Teachers’ knowledge and skills, their commitment to the job, and the quality of school leadership are essential elements in attaining high educational quality outcomes. The COVID crisis has underlined the wide range of tasks and the strong engagement required from both teachers and school leaders to ensure quality teaching especially in times of adverse circumstances. […]