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.

Bibliographic Details

Main Author:	World Bank
Language:	English en_US
Published:	Washington, DC 2001-12-06
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,
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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