International Cooperation
INTERNATIONAL COOPERATION
ICET works to foster international cooperation for improving the quality of preparation of teachers, administrators and other education specialists through the development of national, regional and international networks. The International Policy Dialogue Fora and co -coordination of a thematic group of the International Taskforce on Teachers for Education 2030, and the UNESCO Participation Program and represent three avenues for engagement and collaboration.
Teacher Task Force Thematic groups “were created to build on the TTF members’ expertise, and support efforts to improve the status of teachers and, quality of teaching and learning. By sharing knowledge and advancing technical work on particular themes, collaboration around various national, regional and international activities is enhanced". ICET leads the Inclusion and Equity in Teacher Policies and Practices together with Voluntary Service Overseas (VSO).
International Policy Dialogue Fora
ICET is one of a select number of NGO's globally who are members of the International Taskforce on Teachers for Education 2030. Our membership allows us to participate in the International Policy Dialogue Fora of the International Taskforce on Teachers for Education 2030. The Policy Dialogue Fora provides an opportunity for a Board member to meet his/her responsibility to contribute to policy development. The fora are designed to raise awareness among members and partners of the Teacher Task Force on crucial issues for the implementation of the Teacher Target in SDG 4 and Education 2030 agenda. The fora seek to have impact on country policies, reflections and debates. Organized annually to keep a strong connection between the members, it promotes participatory approaches, dialogue and exchange of experiences in evidence-based teacher policy formulation and implementation.
The fora offer a unique opportunity for the global community of teacher educators to come together to discuss and address teacher-related matters in different regions and socioeconomic contexts. By revisiting teacher issues and sharing experiences, these fora foster a collaboration that is more effective, communication and resource mobilization towards the achievement of the Teacher Target of the SDG 4 among TTF members. Participation in the Policy Dialogue Forum was by invitation only. ICET was invited to join the Teacher Taskforce and participate in the Policy Fora in 2016. Since then ICET Board Members have engaged in the following Policy Dialogue Forums.
The UNESCO Participation Program
The UNESCO Participation Programme provides an opportunity for a Board member to meet his/her responsibility to engage in resource development. The program functions as a vital complement to UNESCO’s regular activities by analysing, evaluating and facilitating the implementation of national, sub-regional, inter-regional and regional projects submitted by Member States and NGOs directly related to the activities of the Organization. Furthermore, it serves as a means employed by UNESCO to strengthen the partnership between the Organization and its Member States as well as between the Organization and Non-Governmental Organizations in official partnership with UNESCO. Thus the Participation Programme enhances the inclusive and generous spirit of UNESCO’s noble mission.
ICET works to foster international cooperation for improving the quality of preparation of teachers, administrators and other education specialists through the development of national, regional and international networks. The International Policy Dialogue Fora and co -coordination of a thematic group of the International Taskforce on Teachers for Education 2030, and the UNESCO Participation Program and represent three avenues for engagement and collaboration.
Teacher Task Force Thematic groups “were created to build on the TTF members’ expertise, and support efforts to improve the status of teachers and, quality of teaching and learning. By sharing knowledge and advancing technical work on particular themes, collaboration around various national, regional and international activities is enhanced". ICET leads the Inclusion and Equity in Teacher Policies and Practices together with Voluntary Service Overseas (VSO).
International Policy Dialogue Fora
ICET is one of a select number of NGO's globally who are members of the International Taskforce on Teachers for Education 2030. Our membership allows us to participate in the International Policy Dialogue Fora of the International Taskforce on Teachers for Education 2030. The Policy Dialogue Fora provides an opportunity for a Board member to meet his/her responsibility to contribute to policy development. The fora are designed to raise awareness among members and partners of the Teacher Task Force on crucial issues for the implementation of the Teacher Target in SDG 4 and Education 2030 agenda. The fora seek to have impact on country policies, reflections and debates. Organized annually to keep a strong connection between the members, it promotes participatory approaches, dialogue and exchange of experiences in evidence-based teacher policy formulation and implementation.
The fora offer a unique opportunity for the global community of teacher educators to come together to discuss and address teacher-related matters in different regions and socioeconomic contexts. By revisiting teacher issues and sharing experiences, these fora foster a collaboration that is more effective, communication and resource mobilization towards the achievement of the Teacher Target of the SDG 4 among TTF members. Participation in the Policy Dialogue Forum was by invitation only. ICET was invited to join the Teacher Taskforce and participate in the Policy Fora in 2016. Since then ICET Board Members have engaged in the following Policy Dialogue Forums.
| Year | Forum Theme | ICET Representative |
| 2016 | "Implementing the Teacher Target in the Sustainable Development Goals and Education 2030" - Mexico City , Mexico | James O'Meara |
| 2017 | "Teaching: A Profession" - Lome, Togo | Sarah Younie & Marilyn Leask |
| 2018 | “Strengthening Teacher Education: A prerequisite for quality teaching, training and learning” - Montego Bay, Jamaica | Carol Hordatt Gentles |
| 2019 | “The Futures of Teaching” - Dubai United Arab Emirates | Mohamed Osman |
| 2024 | Addressing global teacher shortages: Dignifying, diversifying and valorizing the profession | Sarah Younie & Joseph Divala |
The UNESCO Participation Program
The UNESCO Participation Programme provides an opportunity for a Board member to meet his/her responsibility to engage in resource development. The program functions as a vital complement to UNESCO’s regular activities by analysing, evaluating and facilitating the implementation of national, sub-regional, inter-regional and regional projects submitted by Member States and NGOs directly related to the activities of the Organization. Furthermore, it serves as a means employed by UNESCO to strengthen the partnership between the Organization and its Member States as well as between the Organization and Non-Governmental Organizations in official partnership with UNESCO. Thus the Participation Programme enhances the inclusive and generous spirit of UNESCO’s noble mission.
| PROJECT | REPORT |
| Classroom Connections Program – Malawi, Uganda, Zambia | UNESCO Participation Grant Final Report_2008_2010 |
| Classroom connections: addressing needs and increasing research capacity | UNESCO Participation Grant Final Report 2010-2012 |
| Inter-regional workshop on promoting gender equity and a sustainable future for Africa through Sustainable Science and Tech and Innovation Education (STIE) Camps in Ghana | UNESCO Participation Grant Final Report 2012-2014 |
| Most Significant Stories: Promoting access, retention, and performance of girls in secondary education | UNESCO Participation Grant Final Report_2014_2016 |
| The Pan-African Awards for Innovative Approaches for Supporting and Encouraging Girls and Women to Be Inspiring Teachers Project | UNESCO Participation Grant Final Report_2017_2018 |
| The Pan-African Innovative Approaches for promoting access, retention and completion of secondary education for girls in Sub-Saharan Africa | UNESCO Participation Grant Final Report_2018_2019 |