La Giornata Mondiale degli Insegnanti, istituita dall’UNESCO, è dedicata quest’anno al tema della “parità di genere” allo scopo di celebrare una professione che ha una grandissima dimensione femminile.

Come emerge dai dati pubblicati dall’Istituto UNESCO per la Statistica a livello mondiale le donne rappresentano il 62% degli insegnanti della scuola primaria; ma mentre molti paesi, soprattutto nell’Europea orientale,  registrano picchi di oltre 98% di insegnanti donna, ci sono invece intere regioni, come l’Africa Sub-Sahariana, dove la componente femminile è molto scarsa e dove le condizioni di lavoro sono in via di peggioramento.

 

Il rapporto dell’UNESCO mette inoltre in evidenza alcune preoccupanti carenze su scala globale: mancano all’appello almeno due milioni di  insegnanti per raggiungere l’obiettivo internazionale di garantire a tutti l’accesso all’istruzione primaria entro l’anno 2015, definito dagli accordi “Education for All” e dai Millennium Development Goals. L’insufficienza di insegnanti non riguarda peraltro solo i Paesi in via di sviluppo. Nonostante l’Africa Sub-Sahariana sia la regione più carente, anche gli Stati Uniti, la Spagna, l’Irlanda, la Svezia, ed anche l’Italia, rientrano nella lista dei 112 Stati che sono colpiti da questo problema..

 

 

Di seguito il comunicato congiunto diramato da UNESCO, UNICEF, UNDP, ILO ed Education International in occasione della Giornata degli Insegnanti 2011

 

Today, on World Teachers’ Day, we honour the millions of educators all over the

world who devote their lives to teaching children, youth and adults.

This year’s theme, “Teachers for Gender equality”, reminds us that in order to

achieve Education for All (EFA) and the Millennium Development Goals (MDGs),

the gender dimension of teaching must receive particular attention, beginning with

girls’ access to schools.  We know, for example, that in many regions a low

proportion of female teachers will mean fewer girls at school and consequently

even fewer women teachers in the future. Yet educating girls and women has

cascading benefits for human development: fewer deaths in childbirth; more healthy

babies; more children in school; better protection for children and women from HIV

and AIDS, trafficking and sexual exploitation; and the economic and political

empowerment of women, leading to stronger and more inclusive development.

If we want to give equal opportunities to our daughters and sons to realize their full

potential and claim their rights, we must devise policies and strategies that attract

and motivate capable women and men to teach, while also enabling them to create

gender-equal learning environments. More and better education for all requires

good teachers and incentives to encourage male and female teachers into all areas

and levels of teaching. This will ensure that boys and girls have appropriate role

models throughout their schooling.

Women make up the majority of the teaching profession at the primary level, 62 %

globally but as high a proportion as 99% in some countries. Yet as the profession

has become increasingly feminized, conditions of service, pay and status have

deteriorated. If teachers are to be good role models for gender equality for boys and

girls in all areas and at all levels of schooling, inequities within the teaching

Joint Message from UNESCO, UNDP, UNICEF, ILO and Education 

International on the occasion of World Teachers’ Day 

5 October 2011 

DG/ME/ID/2011/018 – Page 2

profession must be addressed. We must promote equal opportunities for women to

be school leaders, institutional managers and decision-makers within ministries of

education, for more women to become science, mathematics and technology

teachers, and for more men to be recruited as early childhood and primary school

educators.

It is also important to identify the causes for the shortage of women teachers where

they exist. Adequate provisions for maternity protection and parental leave, as well

as effective protection from sexual violence and abuse, are essential. If qualified

female teachers avoid postings in disadvantaged and rural areas, how can we

convince reluctant parents to send their children to school?

Such issues, including opportunities for teachers to shape education decisions

through social dialogue, must be addressed if decent work for teachers – and quality

education for children – is to become a reality. We call on all partners in education

to work towards full respect for the rights and responsibilities set out in the 1966

ILO-UNESCO Recommendation concerning the Status of Teachers and the 1997

UNESCO Recommendation concerning the Status of Higher Education Teaching

Personnel – the starting points for this special day. These are pillars for building a

quality, professional teaching force.

We renew our gratitude and appreciation for the efforts and dedication of women

and men teachers, who bear the responsibility of educating future generations to

build societies based on sustainable development, peace, democracy, human rights

and equality.

 

Join us today, 5 October 2011, in celebrating teachers around the world!

 

 

Irina Bokova, Director-General, UNESCO

Anthony Lake, Executive Director, UNICEF

Helen Clark, Administrator, UNDP

Juan Somavia, Director-General, ILO

Fred van LEEUWEN, General Secretary, Education International

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