On 5 October of every year we celebrate World Teachers’ Day! The recognition provided to our teachers is often falling short, and should not be solely limited to one day a year. At the same time, a day recognising teachers very frequently fails to consider the wider variety of educators in the world: trainers, guidance professionals, support personnel, youth workers, volunteer coordinators, adult educators, etc. In light of this, the Lifelong Learning Platform - European Civil Society for Education (LLLP) focused this year’s annual theme on the 21st century challenges for the teaching profession; a call for system change, the challenges faced by education and training professionals. As we celebrate our professionals in education and training, we must acknowledge that the educator profession is undergoing a vocation crisis. This is acknowledged across the board with crippling shortages across the sector and an aging profession.
In this context, it is time to meaningfully address the challenges experienced by a profession considered essential, yet frequently underwhelmingly supported. The upcoming LLLP Position Paper dedicated to its Annual Theme, advocates for comprehensive systemic reforms across various educational sectors, underscoring the importance of recognising and improving working conditions for all those involved in delivering or supporting education in various capacities such as adult educators, trainers (in learning providers or workplaces), youth workers, volunteers, parents, ECEC professionals (including registered and trained childminders and nannies), counsellors (for careers, lifelong guidance), validation professionals, social workers linked to education and training, support personnel (psychologists, nurses, technicians, librarians, administrators), and heads of institutions. Therein lies the problem. Society is providing recognition for teachers, but LLLP will discuss the different professions in the sector and the multitude definitions describing educators. The wheels of the educational system cannot spin without them, but they should not be held responsible for making the entire system successful. They collaborate with a myriad of other professionals and stakeholders in the system. This year's theme spotlights the needs, well-being, passion, and innovation of educators, emphasising that learning functions as an ecosystem in which educators play one essential but interconnected part.
Defining Educators
To begin addressing the complex challenges faced by educators, it is crucial to first establish a clear and common understanding of the term "educator." According to the Lifelong Learning Platform’s Glossary (LLLGlossary, published in cooperation with CEDEFOP and UNESCO UIL), an educator is defined as anyone who professionally guides and supports learners throughout their learning process. This broad definition goes beyond teachers and instructors in formal education settings to include facilitators, trainers, coaches, and other figures who facilitate learning in non-formal settings or informal settings. Educators emphasise the importance of education across all life stages.
When reflecting on who our educators are and how we can help them, defining the term is often forgotten across policymaking and the media. Though the various challenges that teachers confront are correctly identified, these are never expanded towards the diverse staff existing outside teaching in formal education. A first step in introducing our Position Paper is to make the case for those oft-ignored professions and to redefine the systemic challenges in education and training.
An outline
A sneak-peek of the Position Paper will be offered during the European Lifelong Learning Stakeholders' Forum on 18 November. This annual civil dialogue exercises with the main stakeholders in education and training at the EU level will open the flagship LLLWeek. The Position Paper will set the frame for an entire week dedicated to events discussing the educators and challenges they face. Save the date and keep your eyes peeled for the opening of registrations on 1st October.
The way educators should be supported through policy responses is captured in three chapters. The first will identify the systemic reforms needed to improve working conditions and make the profession more attractive to current and future educators. Building on this, the paper explores transformative policies for the educator profession, emphasising the EU's role at the macro level in ensuring education remains a public good through adequate funding and in co-creating policies with educators. Some of the discussed topics will include improving career paths and working conditions, increasing educators' participation in decision-making, and prioritising their well-being.
The second chapter will consider organisational (meso level) reforms. Topics approached will include organisational changes needed to professionalise the field, infrastructure improvements, and implementation of distributed leadership.
The final chapter turns to the micro level, recognizing the pivotal role that individual educators play in realising the EEA’s goals. While organisational and systemic reforms set the stage, motivated educators are the ones who directly influence teaching quality and student outcomes. This chapter explores how reforms at the individual level can empower educators to innovate, actively participate in decision-making processes, and concentrate on their core teaching responsibilities.
On a day for celebrating educators, it is time to think about the essential reforms that they need and officially take action to make them feel valued!
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