International
Council on Education for Teaching

Improving educational experiences and outcomes in all parts of the world

Where We've Been

This map follows the example set by UNESCO. The UNESCO world map is comprised of 195 Member States and 8 Associate Members. This map is organized into five regional groups: AfricaArab StatesAsia and the PacificEurope and North America and Latin America and the Caribbean. As you look at the map, you will see that the definitions of the regions are specific to UNESCO and do not always follow geographical conventions. In order to promote equitable access to World Assemblies, the World Assembly Organizing Committee tries to visit each region once every five years. The colored nations indicate when and where ICET World Assemblies have been held and the table below details where we have been.

# Year  Location Theme 
0 1953 Oxford*  Parent-Teacher Co-operation (ICET was founded during the WCOPT)
1 1954 Oslo* Education for Teaching
2 1955 Istanbul* Status of the Teaching Profession
3 1956 Manila* The Teacher and the Well-being of Society
4 1957 Franfurt* Teacher Shortage
5 1958 Rome* Public Support for Education
6 1959 Washington* Mutual Appreciation of Eastern and Western Cultural values
7 1960 Amsterdam* Child Health and the School
8 1961 New Dehli* Education for Responsibility
9 1962 Stockholm* Education in a Technical Age
10 1963 Rio de Janiero* Conditions of Work for Quality Teaching
11 1964 Paris* Increasing International Understanding Through Teaching About the United Nations
12 1965 Addis Ababa* Equal Opportunity Through Education
13 1966 Seoul* Teachers Organizations in Educational Planning
14 1967 Vancouver* Professional Responsibilities of Teacher Organizations
15 1968 Dublin* Education and Human Rights
16 1969 Abidjan International Priorities for Teacher Education
17 1970 Sydney Teacher Education: The Challenge of the Seventies. International Perspectives on Theory and Practice.
18 1971 Kingston Crisis and Change in Teacher Education. International Perspectives on Theory and Practice. 
19 1972 London Innovation Now! International Perspectives On Innovation In Teacher Education.
20 1973 Nairobi National And Community Needs:The Challenge For Teacher Education
21 1974 Singapore International Perspectives of Teacher education: Innovations and Trends
22 1975 West Berlin International Perspectives of Teacher Education: Innovations and Trends
23 1976 Washington International perspectives of teacher education: Innovations and Trends
24 1977 Lagos Education for Development: International Perspectives on Expanding the Role of Teacher Education
25 1978 Rio de Janeiro The Quest for Excellence in Teacher Education
26 1979 Seoul Teacher Education and National Development. International Perspectives on the Role of Teacher Education in Nation Building
27 1980 Mar del Plata The Democratization of Education. International Perspectives on the Preparation of Educational Personnel
28 1981 Cairo Basic Education for the Real World. International Perspectives on Human Resource Development
29 1982 Rome Preparing For The Profession Of Teaching : International Perspectives On The Preparation Of Educational Personnel
30 1983 Washington The Redesign of Teacher Education for the Twenty-First Century
31 1984 Bangkok Innovations in Teacher Education : The Pursuit of Excellence
32 1985 Vancouver  Education in the Information Age: The Impact on Teacher Education and Teaching
33 1986 Kingston Cultural diversity and global interdependence: imperatives for teacher education
34 1987 Eindhoven Teacher education and the world of work: new economic, social and professional imperatives for the 21st Century
35 1988 Sydney Progress and Promise in Teacher Education
36 1989  Cairo Improving the Quality of Teacher Education: An International Perspective (Moved from Beijing due to politcal unrest)
37 1990 Singapore Improving the Quality of the Teaching Profession
38 1991 Lagos Education For All: The Challenge of Teacher Education
39 1992 Paris Teacher education in an era of global change
40 1993 Rio de Janeiro Preparing Teachers to Preserve Life and Overcome Poverty
41 1994 Istanbul Teacher's Role as a Guide for Learning to Learn
42 1995 Bandar Seri Begawan Teaching tolerance for all: education strategies to promote global peace
43 1996 Amman Teacher Education and School Reform 
44 1997 Muscat Promoting quality teacher education for an interconnected world
  1998 No Assembly   
  1999 No Assembly  
45 2000 Windhoek Teacher Education In The New Millennium: The Quest For Excellence
46 2001 Santiago Teacher Education And The Challenge Of Change
47 2002 Amsterdam Teacher Education And The Achievement Agenda
48 2003 Melbourne Teachers As Leaders: Teacher Education For A Global Profession
49 2004 Hong Kong Teachers As Learners: Building Communities For Professional Development
50 2005 Pretoria Teachers As Change Agents: Identity, Autonomy & Accountability
51 2006 Fortaleza Local And Global Perspectives On Change In Teacher Education
52 2007 San Diego Borders, Boundaries, Barriers & Frontiers: Promoting Quality In Teacher Education
53 2008 Braga Learning, Leading And Linking: The Impact Of Policy And Research Upon Practice
54 2009 Muscat Maintaining Strategic Agility: Managing Change And Assuring Quality In Education For Teaching
  2010 No Assembly   
55 2011 Glasgow Teachers and Teacher Education: Towards excellence in curriculum, pedagogy and leadership
56 2012 Cape Coast Innovations and Trends in Education
57 2013 Bangkok Changing Global Perspective on the Role of Teacher and Teacher Education
58 2014 Oshawa  Moving Forward in Curriculum, Pedagogy and Leadership 
59 2015 Naruto Challenging disparities In Education
 
* Denotes World Assemblies conducted within the structure of the annual conference of the World Confederation of Organizations of the Teaching Profession (WCOTP), now know as Education International




 
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