[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-78529-en":3,"doc-seo-78529-105":31,"detail-sidebar-cat-0-en-105":85},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},78529,7971461740886,"Theodore","https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2",8,"Research & Report","English for Educational Systems (EES) November 2021","English for Educational Systems (EES) outlines priorities for improving English education capacity, emphasizing that insufficient numbers of well-prepared teachers create a bottleneck in many countries. It highlights the value of collaborative expertise, leveraging school-level efforts alongside independent training institutions. The briefing stresses the need for monitoring and evaluation due to limited data, and documents impacts of professional development grounded in collaboration and professional learning communities. It also describes how COVID-19 shaped inequities, pushed personalization, and increased digital adoption, school autonomy, and partnerships beyond schools.","English for Educational Systems (EES)  \n[November 2021. Graham Stanley ](November 2021. Graham Stanley graham.stanley@britishcouncil.org)[graham.stanley@britishcouncil.org](November 2021. Graham Stanley graham.stanley@britishcouncil.org)  \n[https://americas.britishcouncil.org/new-ways-of-teaching](https://americas.britishcouncil.org/new-ways-of-teaching)  \nLack of sufficient, well-prepared English teachers…a bottleneck in most countries –“need to explore innovative solutions that can yield results over reasonable periods of time atan aceptable cost.”  \nCollaborative Expertise – “look beyond formal Education… consider ways of leveraging efforts at the school level with… independent training institutions.”  \nLack of data – monitoring and evaluation essential  \n[https://www.thedialogue.org/wp-content/uploads/2017/09/English-Language-Learning-in-Latin-America-Final-1.pdf](https://www.thedialogue.org/wp-content/uploads/2017/09/English-Language-Learning-in-Latin-America-Final-1.pdf)  \nCountries participating in study included Chile, China, Colombia, Japan, Mexico, Spain, & UK  \nTeachers report that professional development based on collaboration and collaborative approaches to teaching is among the most impactful for them  \n[www.britishcouncil.org](www.britishcouncil.org)  [http://www.oecd.org/education/talis](http://www.oecd.org/education/talis 4)[ 4](http://www.oecd.org/education/talis 4)  \n5  \n[http://www.oecd.org/education/talis](http://www.oecd.org/education/talis)  \n[https://www.teachingenglish.org.uk/article/ministries-education-responses-during-covid-19](https://www.teachingenglish.org.uk/article/ministries-education-responses-during-covid-19)  \nRASCRA  \nInitiatives that promoted collaboration spaces and the construction of professional learning communities were fundamental for the support and training of teachers.  \n51% of the teachers interviewed considered that the most important allies in training were their own colleagues. 27% said the school authorities, 7% the government and other.  \nNWOT  \nTeachers’ associations and unions have been a major resource for teacher education and professional support during the Covid pandemic  \n[https://americas.britishcouncil.org](https://americas.britishcouncil.org)  \n• The educational community highly valued participative spaces for dialogue and thought in the process of government decision-making. This allowed for more contextualized solutions within the emergency situation.  \n• By forcing school closures, in the context of inadequate technological infrastructure in the majority of students’ homes, the COVID-19 crisis sharpened the inequity in access to learning.  \n• Teachers were driven to customize learning, designing personalized resources and strategies due to the heterogeneity in students ´ contexts and experiences.  \n• The transition from face-to-face to distance education largely implied the incorporation, in some cases unprecedented, of digital technology to the teaching and learning process.  \n• Collaborative professional learning spaces  \nwere highly valued by teachers and that they played a fundamental role in their training, support and containment, particularly in the face of an unprecedented teaching context and with the need to adapt their practices.  \n• The need for contextualized solutions gave space for broader decision margins at the institutional level, resulting in an increase of schools’ autonomy.  \n• A greater interest in developing instances of formative assessment.  \n• The complexity of the context increased the appreciation of the role of teacher and the school space as key elements for the education of students.  \n• The crisis has made visible and strengthened the link between the school and the families.  \n• The crisis has made visible the importance of working with other actors in the community, such as third sector organisations and the private sphere.","cbCaiftsrXNHKMW8","https://ap.wps.com/l/cbCaiftsrXNHKMW8","pdf",4312078,5,1,33,"English","en",105,"# Teacher capacity and system constraints\n## Need for data, monitoring, and evaluation\n# Collaborative expertise and professional learning communities\n## Impact of collaboration-based professional development\n# COVID-19 impacts on teaching and learning\n## Inequity, personalization, and digital transitions\n## School autonomy and broader 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