As education access has risen around the world, the quality of education has become a top priority globally. The evidence is clear that effective teachers are key for student learning.
Increasingly, too, as governments and development partners have taken more of a systems approach to education quality, they have recognized the need to look beyond teachers to the broader education workforce that supports teaching and learning.
The Education Commission’s Education Workforce Initiative has been at the forefront of this shift, acknowledging that teachers are at the heart of the learning process but noting that increasing the number of teachers alone won’t be enough to ensure all children learn.
The pandemic has shown that teachers cannot work alone. Team-based approaches are urgently needed, where teachers collaborate with the wider education workforce, including school leaders, district officials and other support roles, as well as parents and the community, to reach all children.
A new report to map existing tools and frameworks
GPE promotes a systems transformation agenda, which requires attention to roles throughout the system, including and beyond teachers.
For GPE partner countries, effective education planning and systems change require insight into the broader education workforce. Diagnostic data are essential for this, and partner countries have expressed a strong need for better understanding of and improved access to tools that can generate such data.