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Successful teachers are likely to be the first role models that young people encounter outside the home. They teach content, make learning fun, shape students' attitudes, exemplify empathy, teach teamwork and respect, and build student confidence in several ways. Effective teachers prepare students for a world where they must interact with others, adapt quickly to change, and where success will hinge on knowledge as well as attitudes and behavior. Helping young people develop these skills is a complex task, especially when many come from deprived backgrounds. It requires routine human interface with people who combine deep knowledge, a conviction that all students can succeed, and empathy. Successful teachers are irreplaceable in this task and will remain irreplaceable in the future. Coronavirus (COVID-19)-related school closures changed the nature of interactions between students and teachers around the world. While students in some school systems remained in regular contact with their teachers through technology-enabled classes and continued to learn, many did not. School closures will take place in the future, if not worldwide, then in individual countries for a variety of reasons. To be effective, teachers must also be able to use technology effectively to ensure learning beyond school walls, navigate unpredictable circumstances, and be flexible based on student needs. Teachers are successful when teacher policies are designed and implemented in a manner that attracts high-ability individuals, and prepares, supports and motivates them to become high performing teachers. This paper describes the vision and key principles guiding the world bank's support to countries on teachers.

Basic education. --- Basic education

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Maringe ought to be commended for putting together an invaluable contribution to our understanding of research into a complex education system in South Africa.

Basic education

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This paper presents updated simulation results of the potential effects of COVID-19-related school closures on learning outcomes globally. The simulation, which updates and extends prior work by Azevedo, Hasan and others (2021) and Azevedo (2020), examines potential learning losses as the pandemic moves into the third year. Beyond reflecting the longer duration of the crisis, the paper extends prior work by using country-specific observed school closure information, accounts for the partial reopening of some education systems, updates the baseline Learning Poverty estimates to reflect its best estimate to date just before the pandemic (circa 2019), and uses updated June 2021 macroeconomic projections to reflect the economic magnitude of the crisis. The analysis finds that the overall learning levels are likely to fall substantially around the world. Under an "intermediate" scenario, school closures could potentially increase the share of children in Learning Poverty in low- and middle-income countries by 13 percentage points, to 70 percent. Globally, learning adjusted years of schooling could fall by 1.1 years, and the share of youth below minimum proficiency on the Programme for International Student Assessment could rise by 12.3 percentage points. Furthermore, school shutdowns could generate lifetime earning losses of USD 21 trillion. These results imply that decisive action is needed to recover and accelerate learning.

Basic education.

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Basic education --- Basic education --- Congresses --- Congresses

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Basic education --- Planning