International Perspectives of E-Learning for Teacher Development: Policy and Planning Issues Mariana Patru Higher Education Division United Nations Educational, Scientific and Cultural Organization (UNESCO) m.patru@unesco.org Paul Resta Learning Technology Center The University of Texas at Austin United States resta@mail.utexas.edu Vladimir Tikhomirov Rector Moscow State University of Economics, Statistics and Informatics Russian Federation office@rector.mesi.ru Thèrése Laferriere Faculty of Education Universite Laval Canada tlaf@fse.ulaval.ca Evgueni Khvilon Moscow State University of Economics, Statistics and Informatics Russian Federation Ekhvilon@rector.mesi.ru Abstract: This panel session explores the trends, issues, and challenges in the use of e-learning for teacher development in both developed and developing countries. The panel members from UNESCO, Russia, Canada, and the United States will share their views of the global context of e- learning for teacher development and the major issues and challenges to be addressed in the effective use of e-learning for teacher development. The panel will discuss the global challenge of preparing 15-35 million teachers needed in the next 15 years to meet UNESCO's Education for All goals as set at the World Education Forum in Dakar, Senegal, in 2000. Panel members will present their views on major policy, organizational, financial, and planning issues related to effective use of e-learning for teacher development in both developed and developing countries. Introduction The panel will discuss key trends, issues, and challenges in the use of e-learning in both developed and developing countries. One trend that has great significance for e-learning in teacher development is the critical need for teachers. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has estimated that 15-35 million new teachers will be required to meet the goals of Education for All (UNESCO, 2002). The World Education Forum, convened in Dakar, Senegal, in April 2000, reaffirmed the teachers’ essential role in achieving the Education for All (EFA) goals and the need for them to have access to initial training and ongoing professional development and support, including through distance education and information and communication technologies. These technologies must be harnessed to support the EFA goals at an affordable cost, as they have great potential for knowledge dissemination, effective learning and the development of more efficient educational services.