But, for the education reform to have any real impact on student success, changes must infiltrate the classroom and influence the way teaching and learning are carried out. There is universal agreement that what matters most for students' learning are the commitment and capabilities of their teachers. The challenges from the new era of lifelong learning call for an updated repertoire in teaching, and collaborative learning on the part of teachers, researchers and other education workers. Indeed, teacher development is the critical success factor for the education reform. This seminar is therefore timely and appropriate, and I thank Professor Hayhoe and her colleagues for the initiative.
Teachers learn just as their students do.
The way they teach reflects their experience as a student, and what they were taught when they learned to teach. So, if we want a new breed of teachers, the process has to begin with reforming the teacher education programmes. Last April, I visited the National Board for Professional Teaching Standards in Michigan. This is a national organisation which establishes high and rigorous standards for what accomplished teachers should know and be able to do. The National Board Certification, developed by teachers, with teachers and for teachers, is a symbol of professional teaching excellence.