Teachers — at the heart of reform

Today is World Teachers’ Day. Most of us can think of a teacher who piqued our curiosity or inspired us to excel. For Australia’s first female Nobel Laureate, Elizabeth Blackburn, her passion for science was nurtured by chemistry and math teachers in high school; for renowned Australian scientist and Wi-Fi inventor John O’Sullivan, it was his high school physics teacher. Indeed, teachers can be pivotal in unlocking or nurturing a child’s creativity and talent.

Teachers hold a special place in my heart. I have a sister who is a teacher; and, as a student, I was fortunate to have had excellent teachers whose imprint in my life is remarkable.

As we celebrate World Teachers’ Day, I think of all the inspiring educators I have been privileged to meet. I was honoured this year to serve as a judge for Metrobank Foundation’s Search for Outstanding Teachers. Australia has been a partner and supporter of the Metrobank Foundation since 2010. I have the utmost admiration for the competence and dedication of the teachers we interviewed. Choosing among them was extraordinarily difficult.

As Ambassador, I have the opportunity to travel around the country and have met many extraordinary teachers. Many of them teach amidst challenges that are not normally present in Australia, like congested classrooms, limited access to teaching materials, or being exposed to harm in conflict-affected areas. It is admirable how Filipino teachers are able to carry out their mission within this context.

According to research, teachers have the most significant impact on learning. In Education Secretary Luistro’s words: “teachers are at the heart of education reforms.” So Australia has consistently been a strong supporter of the professional development of teachers in the Philippines since the 1950s, when Filipino teachers first went to Australia to study under the Australian Government’s Colombo Plan. I am delighted to meet many of these education leaders when I travel around the Philippines.

Australian projects have also contributed to the development of the national competency-based teacher standards and teacher training on modern pedagogy. These have helped improve learning outcomes in target regions.

The basic education landscape in the Philippines is changing significantly with the Enhanced Basic Education Law, or K to 12 Program. Australia believes K to 12 has far-reaching benefits for the Philippines. Students graduating from senior high school will be better prepared for tertiary education and more competitive when seeking employment here and abroad. This will contribute to the economic growth and prosperity of the Philippines.

Australia’s current support focuses on equipping teachers with the knowledge and skills to deliver the new K to 12 curriculum. This support is anchored on evidence-based research, because effective policy influences teacher quality in many ways. Through the Research Centre for Teacher Quality, jointly managed by the University of New England in New South Wales, and Philippine Normal University, we are helping the Department of Education assess the capacity development requirements of teachers to deliver the K to 12 curriculum, with a view to delivering training programs and setting performance benchmarks.

We will soon be working with the Commission on Higher Education to implement changes to teacher education curricula so these are aligned with the requirements of the K to 12.

Further strengthening the educational system also offers significant opportunities for the Philippines as a potential study destination. And, with the New Colombo Plan, a signature initiative of the Australian Government to commence in 2015, I look forward to seeing Australia’s best students choosing to study and undertake internships in the Philippines.

The education links between Australia and the Philippines are set to remain at the very heart of our strong and broad relationship.

On this day, I encourage you to spare a kind thought for the teachers who have helped you become who you are today.