What Matters Most for Teacher Policies : A Framework Paper
Over the past decade, both developed and developing countries have become growingly concerned with how to raise the effectiveness of teachers. The growing focus on the need to strengthen the teaching profession to ensure better education results ha...
| Main Author: | |
|---|---|
| Format: | Working Paper |
| Language: | English en_US |
| Published: |
Washington, DC
2014
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2013/04/20152186/matters-most-teacher-policies-framework-paper http://hdl.handle.net/10986/20143 |
| Summary: | Over the past decade, both developed and
developing countries have become growingly concerned with
how to raise the effectiveness of teachers. The growing
focus on the need to strengthen the teaching profession to
ensure better education results has encountered the problem
that evidence on the policies that raise teaching quality is
scattered, incomplete and, in some cases, presents
contradictory findings. This paper provides a framework for
analyzing teacher policies in education systems around the
world in order to support informed education policy
decisions. It provides a lens through which governments,
World Bank staff, and other interested parties can focus the
attention on what the relevant dimensions regarding teacher
policies are, what teacher policies seem to matter most to
improve student learning, and how to think about
prioritization among competing policy options for teacher
policy reform. The systems approach for better education
results (SABER) - teachers initiative aims to collect,
analyze, synthesize, and disseminate comprehensive
information on teacher policies across countries around the
world. The focus of the paper is the description of the
conceptual framework to analyze and assess teacher policies,
as well as a review of the evidence base that supports it.
The document is organized as follows: section one provides
an overview of the general approach, main components, and
objectives of the framework, as well as an explanation of
the evidence base that supported its development. Section
two focuses on the first component of the framework, and
describes the categories that are relevant to produce a
comprehensive descriptive account of the teacher policies
that are in place in a given education system. Section three
focuses on policy guidance. Section four concludes
presenting an account of how the framework is expected to
evolve as new evidence on teacher policies becomes available. |
|---|