The National Teacher Policy

Abstract

1.0 Introduction 1.1 The achievement of quality Education For All (EFA) goals is anchored on a broad vision to facilitate holistic approaches to reorganizing educational content, and to build national capacity in the key competencies required of all learners in the knowledge-based societies of the 21st century. 1.2 One of the prerequisites for achieving quality education as a tool for human capital development is the availability of competent and effective teachers. Teachers are therefore at the heart of providing quality education to learners. Teachers facilitate learning and the acquisition of both practical and academic competencies relative to the students' potential. Investing in teachers will ensure that learners acquire the needed skills, knowledge and values to contribute to national development. Evidence from best education systems around the world reveals that the most important factor in determining how well children learn is the quality of teachers. The best systems draw their teachers from among the best graduates and train them rigorously and effectively, focusing on best classroom practices. 1.3 The Government White Paper (GWP) on Education of 1992 recognises the importance that must be attached to the quality of teachers and notes the key leadership role and service which teachers play in implementing education policies and programmes. These include; skillfully imparting knowledge to learners to help them develop both the desire and ability to learn; encouraging the development of learners' personality and guiding them to form positive and acceptable social values; promoting the spirit of collective responsibility of the school and the teaching profession; and bridging the gap between educational institutions and the community to ensure fruitful interaction between the two and proper fulfillment of the schools and colleges' obligations to communities. Also, teachers help in interpreting and implementing the aims and objectives of education, instilling in learners the desire to learn and develop ability to acquire knowledge and desirable skills to participate effectively in public life and national development and exemplify basic moral values and ethics of the teaching profession and promotion of the collective responsibility spirit which educational institutions owe to the public. 1.4 To improve the quality of education and teachers, the Government White Paper on Education of 1992 recommended professionalisation of the teaching profession. Equally, the Teacher Initiative for Sub-Saharan Africa (TISSA) study report of 2013 and the Education Sub- Sector Review meeting of 2016 by all stakeholders recommended to Government the development of a National Teacher Policy (NTP). This background forms the basis for the development of this Policy.