Digitalization in teaching and education in Ethiopia, Kenya, Malawi, Rwanda and the United Republic of Tanzania Digitalization, the future of work and the teaching profession project

Abstract

Digital technologies are reshaping and re-envisioning social and economic sectors across the globe. Education systems are caught up in this transformational moment, embracing digitalization to respond to and drive a knowledge society and economy. Teachers are at the centre of delivering the ambitious agenda of preparing learners to meaningfully participate in a digitally-enhanced society and changing world of work. As digital technologies are transforming education systems, they are also changing the work of teachers and affecting their professional and working conditions. This report summarizes the findings of two sets of studies on digitalization in teaching and education in Ethiopia, Kenya, Malawi, Rwanda and the United Republic of Tanzania. The first set of studies was launched in February 2020 to capture the changes taking place in the education sector in relation to digitalization, including challenges, best practices and the impacts on the teaching profession. The declaration of the COVID-19 outbreak as a pandemic in March 2020 resulted in calls for the rapid and widespread uptake of technology in the delivery of education. With education systems accelerating efforts in response to the crisis, in August 2020, follow-up studies were launched in the countries to document these efforts and the implications for the teaching profession, as well as long-term strategies and plans. The International Labour Organization (ILO) Centenary Declaration for the Future of Work, adopted in 2019, calls for “the acquisition of skills, competencies and qualifications for all workers throughout their working lives” and prioritizes effective lifelong learning and quality education for all. Qualified, motivated and well-supported teachers with decent work are key to delivering the promise of education for a better life and decent work. The 1966 ILO/UNESCO Recommendation concerning the Status of Teachers sets out principles on the professional work of teachers, including access to training and professional development. Drawing on these principles, this report identifies ways forward for education systems as they adapt to rapid technological changes, placing teacher capacities and decent work at the centre of inclusive and sustainable change. In doing so, the report also contributes to the achievement of Sustainable Development Goal (SDG) 4 on quality education and lifelong learning opportunities for all and SDG 8 on productive employment and decent work for all. The Sectoral Policies Department (SECTOR) of the ILO has a long-standing collaboration with Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ). The ILO and GIZ regularly coordinate through the International Task Force on Teachers for Education 2030 (TTF), where both act as steering committee members. In the context of the TTF, ILO and GIZ have engaged in joint activities on teacher-related issues. The current cooperation between ILO and GIZ has furthered knowledge development and sharing in support of achieving SDG 4. SECTOR would like to express its sincere gratitude to GIZ for the continued cooperation and the financial support which GIZ – on behalf of the Federal Ministry for Economic Cooperation and Development (BMZ) – has provided for this research.