The Luminos Fund’s sixth annual U.N. General Assembly (UNGA) week luncheon event, “Teachers Leading in a Post-COVID World,” discussed innovative strategies to tackle the global teacher shortage and ensure teachers have the tools and training they need to help children become successful learners in a post-COVID world.
The panel discussion, moderated by Luminos CEO, Caitlin Baron, included:
- Dr. Andrew Cunningham, Aga Khan Foundation
- Dr. Asyia Kazmi, OBE, Bill & Melinda Gates Foundation
- Dr. Vongai Nyahunzvi, Teach for All
The event also marked the launch of the Luminos Method – a new series of resources that combine the latest research with key practices and data from our work. The first three elements of the Luminos Method are available in interactive web and PDF formats, including Community Teachers, Teacher-Led Assessment, and Identify and Self-Belief.
Against this backdrop, each panelist shared important insights on how teachers can be empowered to create an environment of transformational learning. Of the many valuable lessons they shared, here are five that stood out:
1) We need to think differently about who can be a teacher, how we train them, and how we support them.
“Teachers need ongoing support. It’s a contact sport. It’s a team sport. You cannot tell the teacher at the beginning of the year, ‘This is what you need to do for the rest of the year,’ and walk away.”
Dr. Asyia Kazmi, OBE, Bill & Melinda Gates Foundation
The world is facing a global teacher shortage, with UNESCO estimating that almost 69 million teachers need to be recruited to achieve universal education by 2030. The Community Teachers element of the Luminos Method is our response to this global challenge.
Our experience shows that motivated people recruited from the same communities as our students can become great teachers for the early grades, provided they have quality training, practical written guidance, and ongoing in-classroom support.
With a supportive environment, we believe community teachers can play a critical role in reaching the most vulnerable children and enabling them to catch up with their peers.
2) Teachers can build a child’s confidence (and change their life).
“I could have been a number.” – Dr. Vongai Nyahunzvi, Teach for All
Instead, Dr. Nyahunzvi’s teacher said three powerful words that changed her life: “You are enough.”
“I remember in that moment… she built something inside of me to a point that I became the first generation [in my family] to attain levels of education beyond grade seven,” said Dr. Nyahunzvi.
How can we help students change their perceptions of themselves, build their confidence, and enable students to see themselves as successful learners, well-equipped to return to government schools? How do we ensure our teachers are building our students’ sense of self-belief and sending a clear message that all children can learn?
The Identity & Self-Belief element of the Luminos Method describes how we address these challenges by building self-belief among our students,
which in turn supports further successes in a virtuous circle that can continue throughout the students’ school career and beyond.
3) Assessment is essential.
“When I heard about Luminos and what you are able to do in nine months–that perhaps the public systems are not able to do in three years—I remember saying, ‘I bet you they have a really strong assessment-informed instruction principle.’ That means they’re using assessment information to understand where children are. They are then supporting the teachers to say, ‘Where do they need to be and how we can help you get there?’”
Dr. Asyia Kazmi, OBE, Bill & Melinda Gates Foundation
Luminos views regular assessment as an essential component of education that is truly learner-centered and based on individual needs. The Teacher-Led Assessment element of the Luminos Method highlights strategies to empower teachers to track their students’ progress using a mix of weekly assessments and informal techniques. Equipping teachers with simple assessment tools, along with the appropriate coaching and support, is essential to keep students’ learning on track.
4) We must value and respect local cultures and communities.
While teachers should have access to detailed lesson plans and curriculum, we also believe there should be flexibility for teachers to utilize their expertise and knowledge of the local culture and context. For example, at Luminos, reading materials, songs, games, and role-play are relevant to the children’s mother tongue and culture. Family members and other community figures participate in students’ learning as well.
Learn more about ways Luminos works to ensure students feel their culture and identity is valued in the Identity & Self-Belief element of the Luminos Method.
“When you think about what assets this community has—you think, there’s wisdom in the grandparents—and then by involving them in the schools, in the academic, it helps the kids learn and build from what they know.”
Dr. Vongai Nyahunzvi, Teach for All
5) All children can learn.
“With the right skills and support, anyone can be anything.”
Dr. Vongai Nyahunzvi, Teach for All
All children should have equal access to joyful, foundational learning, especially those shut out of education by crisis, poverty, or discrimination. When given a second chance at education, children can learn, thrive, and succeed throughout their lives.
Yet 70% of children in low- and middle-income countries cannot read a simple story. As a sector, we desperately need to extend our reach and provide quality education to the most vulnerable communities around the world. By sharing the Luminos Method, we move closer to making this possibility a reality.
Unlocking the Light
The Luminos UNGA week event highlights that by providing teachers with simple, but effective tools, training, and support, teachers can be empowered to truly unlock the light of learning in children.
“Teachers can own, lead, and inspire change.”
Dr. Andrew Cunningham, Aga Khan Foundation
