Teacher’s training and qualification in the SDG framework.

 

The current teacher framework has a key focus on quality of teaching. Two concepts are key in the indicator framework. First, “trained” aims to identify the extent to which the teacher workforce has specific pedagogical pre- and in-service training (indicator 4.c.1) while the second concept “qualified” (indicator 4.c.3) attempts to measure the percentage of teachers meet the minimum academic requirements to teach regardless of the nature of the diploma. 

Teacher training could be acquired through different routes. The first is through teacher training programs (TTP) either concurrent (teacher training from the outset through general and professional subjects) or consecutive (when holders of tertiary diploma move to a teacher training program) that grants a teacher diploma. A second route is teacher training acquired through a short professionally oriented or employment-based training that combines work in schools with a tailored training program. Lastly, the access the teaching profession without a professional diploma or specific training depends on each country’s regulations.

Figure B1 summarizes the interactions between the teacher indicators.