Nigeria : Ekiti Teachers

Research suggests that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students (Hanushek and Rivkin, 2006; Nye et al, 2004; Park and Hannum, 2001; Rivkin et al, 2005; Rockoff, 2004; Sanders, 1998; Sanders and Rivers 1996; and Vignoles et al, 2000). However, it is not yet clear exactly which teacher policies can raise teacher effectiveness (Goldhaber, 2002 and Rivkin et al, 2005). Thus, devising effective policies to improve teaching quality remains a challenge. There is increasing interest across the globe to attract, retain, develop and motivate great teachers. While the World Bank has ample experience in supporting teacher policy reforms in developing countries, until recently there was no systematic effort to offer data and analysis that can provide policy guidance on teacher policies. The focus of the initiative is the design of teacher policies as opposed to their implementation on the ground. A number of complementary activities will be looking at implementation in a sample of countries as this will involve a different methodological approach and will require more financial and human resources.

Bibliographic Details

Main Author:	World Bank
Format:	Working Paper biblioteca
Language:	English en_US
Published:	Washington, DC 2012-01
Subjects:	ACADEMIC ACHIEVEMENT, ACADEMIC PERFORMANCE, ACCREDITATION, ACHIEVEMENT DATA, ACHIEVEMENT TESTS, BASIC SKILLS, BEGINNING TEACHERS, BETTER TEACHERS, BUSINESS SCHOOL, CAREER, CAREER OPPORTUNITIES, CAREER PATHS, CAREERS, CERTIFIED TEACHERS, CLASS SIZE, CLASSROOM, CLASSROOM CHARACTERISTICS, CLASSROOM EXPERIENCE, CLASSROOM INSTRUCTION, CLASSROOM MANAGEMENT, CLASSROOM PRACTICE, CLASSROOM TEACHING, CLASSROOMS, CURRICULA, CURRICULUM, DECENTRALIZATION, DECENTRALIZATION OF EDUCATION, DISADVANTAGED POPULATIONS, DISADVANTAGED STUDENTS, EARLY GRADES, ECONOMICS OF EDUCATION, EDUCATION ECONOMICS, EDUCATION FINANCE, EDUCATION OUTCOMES, EDUCATION POLICY, EDUCATION QUALITY, EDUCATION REFORM, EDUCATION REFORMS, EDUCATION SECTOR, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATIONAL ACHIEVEMENT, EDUCATIONAL EVALUATION, EDUCATIONAL OUTCOMES, EDUCATIONAL OUTPUT, EDUCATIONAL PERFORMANCE, EDUCATIONAL POLICY, EDUCATIONAL QUALITY, EDUCATIONAL RESEARCH, EDUCATIONAL TESTING, EDUCATORS, EFFECTIVE TEACHERS, EMPLOYMENT, ENTRY REQUIREMENTS, EQUAL OPPORTUNITY, ETHICS, EVALUATION OF EDUCATION, EXAMS, EXPENDITURES, EXPERIENCED TEACHERS, GENDER DIFFERENCES, GRADING, GRADUATION RATES, HIGH SCHOOL, HIGH SCHOOLS, HUMAN DEVELOPMENT, HUMAN RESOURCES, INCENTIVES FOR TEACHERS, INSTRUCTION, INSTRUCTIONAL TIME, INTERVENTIONS, LABOR FORCE, LABOR MARKETS, LEADERSHIP, LEARNING, LEARNING ACHIEVEMENT, LEARNING LEVELS, LEARNING OUTCOMES, LESSON PLANNING, LET, LITERATURE, MASTER TEACHERS, MATH TEACHERS, MIDDLE SCHOOL, NATIONAL ASSESSMENTS, NATIONAL CURRICULUM, NATIONAL UNIVERSITY, NUMBER OF TEACHERS, PAPERS, PEDAGOGY, PRESERVICE TEACHER TRAINING, PRESERVICE TRAINING, PRIMARY SCHOOL, PRIMARY SCHOOL TEACHERS, PRIVATE SCHOOLS, PROFESSIONAL DEVELOPMENT, PUBLIC SCHOOL, PUBLIC SCHOOLING, PUBLIC SCHOOLS, PUPIL PERFORMANCE, PUPIL-TEACHER RATIO, QUALITY OF EDUCATION, QUALITY OF TEACHERS, QUALITY TEACHERS, READING, RESEARCH REPORT, SANITATION, SCHOLASTIC ACHIEVEMENT, SCHOOL ADMINISTRATORS, SCHOOL AUTONOMY, SCHOOL DISTRICT, SCHOOL EFFECTIVENESS, SCHOOL EFFECTS, SCHOOL EXPERIENCE, SCHOOL FINANCE, SCHOOL HEADS, SCHOOL HOURS, SCHOOL LEADERS, SCHOOL LEVEL, SCHOOL MANAGEMENT, SCHOOL OWNERS, SCHOOL PERFORMANCE, SCHOOL PRINCIPALS, SCHOOL QUALITY, SCHOOL STUDENTS, SCHOOL SYSTEMS, SCHOOL TEACHER, SCHOOL TEACHERS, SCHOOL YEAR, SCHOOLING, SCHOOLING QUALITY, SCHOOLS, SCIENCE ACHIEVEMENT, SCIENCE TEACHERS, SECONDARY EDUCATION, SECONDARY SCHOOL, SECONDARY SCHOOL STUDENTS, SECONDARY SCHOOL TEACHER, SECONDARY SCHOOL TEACHERS, SERVICE TRAINING, SKILLED TEACHERS, SMALL SCHOOLS, SOCIAL SCIENCE, SOCIAL SCIENCE RESEARCH, STUDENT ACHIEVEMENT, STUDENT LEARNING, STUDENT LEARNING ASSESSMENT, STUDENT LEARNING OUTCOMES, STUDENT OUTCOMES, STUDENT PERFORMANCE, STUDENT POPULATION, STUDENT POPULATIONS, STUDENT TEACHERS, STUDENTS PER TEACHER, SUBJECT MATTER, SUBJECT MATTER KNOWLEDGE, SUBJECTS, TEACHER, TEACHER ABSENTEEISM, TEACHER ATTRITION, TEACHER BEHAVIOR, TEACHER CERTIFICATION, TEACHER DEVELOPMENT, TEACHER EDUCATION, TEACHER EDUCATION REFORM, TEACHER EFFECTIVENESS, TEACHER EVALUATION, TEACHER HIRING, TEACHER INCENTIVES, TEACHER KNOWLEDGE, TEACHER MANAGEMENT, TEACHER MOBILITY, TEACHER ORGANIZATIONS, TEACHER PAY, TEACHER PERFORMANCE, TEACHER PERFORMANCE APPRAISAL, TEACHER PREPARATION, TEACHER PROFESSIONAL DEVELOPMENT, TEACHER QUALIFICATIONS, TEACHER QUALITY, TEACHER RECRUITMENT, TEACHER SALARIES, TEACHER SHORTAGE, TEACHER SHORTAGES, TEACHER SUPPLY, TEACHER SUPPORT, TEACHER TRAINING, TEACHER TRAINING PROGRAMS, TEACHER TURNOVER, TEACHER UNIONS, TEACHER WORKFORCE, TEACHERS, TEACHING, TEACHING ASSIGNMENTS, TEACHING EXPERIENCE, TEACHING FORCE, TEACHING PERFORMANCE, TEACHING QUALITY, TEACHING STAFF, TENURE, TEST SCORES, TEXTBOOK, TRAINING PROGRAMS, UNIVERSITY GRADUATES, URBAN SCHOOL, URBAN SCHOOLS, WORKERS, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2012/01/18078394/nigeria-ekiti-teachers http://hdl.handle.net/10986/17668
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