Brazil - Teachers Development and Incentives : A Strategic Framework
The study selectively looks at the
complex set of issues surrounding the effectiveness of
Brazil's teachers, in the context of the "ensino
fundamental" program changes, and examines the key
stages of the teacher career, i.e., preparation,
professional entry, and professional development - as they
cut across the policy dimensions of quality assurance,
management, and incentives. Chapter I analyzes the key
reforms, and demographic trends which are reshaping the
macro environment for Brazil's teachers, as well as the
legal, and financial impacts on teacher compensation, and
certification. Chapter II looks at the evidence of teacher
quality, and performance, by analyzing the national
achievement test scores, which show a continuing wide
divergence in student learning across regions, and between
state, and municipal systems. Chapters III and IV focus on
teacher preparation, and teacher management respectively,
recommending a close focus on school leadership - criteria
and processes. Chapters V and VI look at teacher
professional development, and compensation issues. The final
chapter maps the overall strategy which should include the
following key policy areas: quality assurance, teacher
professional development, management, and incentives,
suggesting roles and responsibilities for the Government,
prioritizing on further research across finance, planning,
and education.
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Bibliographic Details
| Main Author: |
World Bank |
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| Language: | English
en_US |
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| Published: |
Washington, DC
2001-12-06
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| Subjects: | TEACHER DEVELOPMENT,
TEACHER QUALIFICATIONS,
PROGRAM EVALUATION,
EDUCATIONAL ASSESSMENT,
TEACHER CERTIFICATION,
TEACHER EDUCATION PROGRAMS,
TEACHER EMPLOYMENT BENEFITS,
TEACHER TRAINING,
POLICY FRAMEWORK,
QUALITY ASSURANCE,
PROFESSIONAL EDUCATION,
MANAGEMENT EDUCATION,
INCENTIVES,
CAREER DEVELOPMENT,
EDUCATIONAL FINANCING,
EDUCATIONAL PLANNING ACCREDITATION,
ACHIEVEMENT,
ASSESSMENT METHODS,
BASIC EDUCATION,
COMPLEXITY,
CURRICULUM,
DROPOUT RATES,
EDUCATION,
EDUCATION DEGREES,
EDUCATION OFFICERS,
EDUCATION QUALITY,
EDUCATION SECTOR,
EDUCATION SYSTEM,
EDUCATION SYSTEMS,
EDUCATIONAL STUDIES,
EXPERIENCED TEACHERS,
FEMALE TEACHERS,
FORMATIVE EVALUATIONS,
FUNDAMENTAL EDUCATION,
GEOGRAPHY,
HUMAN DEVELOPMENT,
INTERNSHIPS,
INTERVENTIONS,
LEADERSHIP,
LEARNING,
LEARNING PROCESS,
LEVEL OF EDUCATION,
LIFELONG LEARNING,
LOW ACHIEVEMENT,
MEANING,
NATIONAL EDUCATION,
PEER REVIEW,
PERSONNEL MANAGEMENT,
PROFICIENCY,
QUALITY,
QUALITY EDUCATION,
REPETITION,
RURAL AREAS,
SCHOLARSHIPS,
SCHOOL EFFECTIVENESS,
SCHOOL ENVIRONMENT,
SCHOOL IMPROVEMENT,
SCHOOL MANAGEMENT,
SCHOOLING,
SCHOOLS,
SECONDARY EDUCATION,
SECONDARY SCHOOL TEACHERS,
SIGNIFICANT IMPACT,
SPECIAL PROGRAMS,
STUDENT ACHIEVEMENT,
STUDENT PERFORMANCE,
STUDENT TESTING,
TEACHER,
TEACHER APPRAISAL,
TEACHER CHARACTERISTICS,
TEACHER COLLEGES,
TEACHER COMPETENCIES,
TEACHER EDUCATION,
TEACHER EDUCATION REFORM,
TEACHER EDUCATORS,
TEACHER EFFECTIVENESS,
TEACHER EVALUATION,
TEACHER INCENTIVES,
TEACHER LEARNING,
TEACHER MANAGEMENT,
TEACHER PREPARATION,
TEACHER PROFESSIONAL DEVELOPMENT,
TEACHER QUALITY,
TEACHER SALARIES,
TEACHER STANDARDS,
TEACHER SUPPLY,
TEACHERS,
TEACHING,
TEACHING COMPETENCIES,
TEACHING PRACTICE,
TEACHING QUALITY,
TEACHING STRATEGIES,
TERTIARY EDUCATION,
TEST SCORES,
TEXTBOOKS,
TRAINING CENTERS,
TUTORING,
UNIVERSITIES, |
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| Online Access: | http://documents.worldbank.org/curated/en/2001/12/1652151/brazil-teachers-development-incentives-strategic-framework
https://hdl.handle.net/10986/15463
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