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{
    "id": 1142785,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1142785/?format=api",
    "text_counter": 17,
    "type": "speech",
    "speaker_name": "Nominated, ODM",
    "speaker_title": "Hon. Wilson Sossion",
    "speaker": {
        "id": 13171,
        "legal_name": "wilson sossion",
        "slug": "wilson-sossion"
    },
    "content": "THAT, the ILO/UNESCO Recommendation Concerning the Status of Teachers (1966) states that teaching is a form of public service which requires of teachers’ expert knowledge and specialised skills acquired and maintained through rigorous and continuing studies; THAT, the acquisition of higher certificates and qualifications undoubtedly equips teachers with specialised skills which enhance their professional competencies, mastery of content and quality of delivery; THAT, in pursuit for higher qualifications, teachers had legitimate expectations that TSC would reciprocate through commensurate compensation of their efforts in bettering the teaching profession with effect from the date of their graduation: THAT, unexpectedly, in 2014 the TSC declined and terminated and stopped to acknowledge and reward in-service teachers for the bachelors, masters or doctorate degrees and even diploma certificates that they acquired from recognised universities as part of their personal career development; THAT, the decision by the TSC disillusioned teachers and negated its goal of building a highly-knowledgeable teaching force through self-initiated career progression and professional development; THAT, the TSC’s action contradicts ILO/UNESCO Convention (1966) recommendation that authorities and teachers should recognise the importance of in-service education designed to secure a systematic improvement of the quality and content of education and teaching techniques; THAT, if TSC’s current policy position of declining to recognise and compensate in- service teachers for higher qualifications earned, the country stands the risk of losing its continental and global competitiveness and standing in the field of education;"
}