Teachers and educational quality. Monitoring global needs for 2015.

Institution	Institute for Statistics (Montreal)
Titel	Teachers and educational quality. Monitoring global needs for 2015.
Quelle	Montreal: Unesco Inst. f. Statistics (2006), 215 S.Verfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	92-9189-033-2
Schlagwörter	Zukunftsorientierung; Bildungsmonitoring; Lehrerbedarf; Schülerzahl; Grundschule; Sekundarschule; Lehrerausbildung; Schüler-Lehrer-Beziehung; Demografische Daten; Mobilität; Arbeitsbedingungen; Einkommen; Arbeitszeit; Statistik; Internationaler Vergleich; Prognose; Qualitätssicherung; Simulation; Welt; Afrika; Arabische Staaten; Südasien
Abstract	Massive teacher shortages are quietly looming over countries in sub-Saharan Africa, the Arab States and South Asia and could risk efforts to provide every child with a good quality primary education by 2015. But it is not only the imperative of translating a target into sufficient numbers of teachers, but the support for teachers and teaching quality which will finally lead to the attainment of universal primary education. This report provides a comparative assessment on the state of teachers and education quality based on a wide range of data sources, including school censuses, assessments of student and teacher knowledge, and statutory teacher data. It uses these data to highlight trends in teacher quantity and quality and explores the policy implications of bridging the gap between the two, especially in developing countries. It compares the strengths and shortcomings in the recruitment and deployment of teachers in countries around the world. ... The report examines the recruitment and training of new teachers to better understand the trade-offs between increasing teacher supply and lowering educational standards. It also examines a set of policy variables associated with teacher deployment and working conditions - namely instructional hours, class size and salary structure - that can be adjusted to accommodate more pupils. ... The report reflects the ongoing efforts of the UNESCO Institute for Statistics (UIS) to draw on and further develop the 'state of the art' in teacher-related indicators in order to provide a comparative perspective that informs policymaking. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/3