Teacher Performance in Bihar India

Author: Shabnam Sinha
Publisher: World Bank Publications
ISBN: 146480740X
Format: PDF, ePub, Mobi
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Teachers and Teacher Performance in Bihar: Implications for Teacher Education is a study undertaken in the low income state of Bihar in India to create effective teacher perfomance measuring standards. Undertaken as a World Bank and Govt. of Bihar collaborative initiative to study has developed benchmarks against which teachers’ performance were assessed so that the quality of pre-service training and continuous professional development can be reviewed and improved. These teacher performance standards track (i) teacher subject knowledge; (ii) classroom teaching; and (iii) time on task. These inputs and index based scores of teacher performance feed into and inform the development of Bihar’s teacher training strategy. This study undertaken by the ASER Center of Pratham explores a set of interrelated factors that influence how teachers teach. Designed as a series of data collection exercises that were conducted between July 2013 and December 2014, the study covered 400 schools and over 2200 teachers tracked during visits to each school. The study uses teacher surveys and classroom and school observations methods. It evaluates teachers’ subject matter knowledge, ability to communicate as well as their ability to learn from children’s work. The findings generated by the study provide significant inputs and suggestions for designing future teacher training and teacher professional development programs. The research potentially has utility not only in India but more widely to influence teacher policy reform, identifying cost effective financing strategies, developing accountability measures for effective management of teacher education.

World Development Report 2018

Author: World Bank Group
Publisher: World Bank Publications
ISBN: 1464810982
Format: PDF, ePub, Mobi
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Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.

Overcoming Fragmentation in Teacher Education Policy and Practice

Author: Brian Hudson
Publisher: Cambridge University Press
ISBN: 1316640795
Format: PDF, ePub, Mobi
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This collection presents new investigations into the role of heritage languages and the correlation between culture and language from a pedagogic and cosmopolitical point of view. The need for greater coherence between the different aspects of teacher education has long been recognised. The 'universitization' of initial teacher education is sometimes perceived as widening the gap between theory and practice. In many countries there is no firm alignment between initial teacher education, induction and continuing professional development. Teacher education drivers are related to national systems and represent conflicting forces on teacher education institutions. Neoliberal policy initiatives have resulted in greater fragmentation. This book considers these issues in an international context and aims to identify directions for future research in relation to teacher education policy and practice.

Student Learning in South Asia

Author: Halil Dundar
Publisher: World Bank Publications
ISBN: 1464801614
Format: PDF, Mobi
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This book analyzes the performance of South Asian educational systems and identifies the causes and correlates of student learning outcomes. Drawing on successful initiatives both in the region and elsewhere in the world, it offers an insightful approach to setting priorities for enhancing the quality of school education in South Asia.

Child Friendly Schools Manual

Author:
Publisher: UNICEF
ISBN: 9280643762
Format: PDF
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This Child-Friendly Schools (CFS) Manual was developed during three-and-a-half years of continuous work, involving the United Nations Children's Fund education staff and specialists from partner agencies working on quality education. It benefits from fieldwork in 155 countries and territories, evaluations carried out by the Regional Offices and desk reviews conducted by headquarters in New York. The manual is a part of a total resource package that includes an e-learning package for capacity-building in the use of CFS models and a collection of field case studies to illustrate the state of the art in child-friendly schools in a variety of settings.

10 Models of Teacher Evaluation

Author: David Silverberg
Publisher: R&L Education
ISBN: 1475801572
Format: PDF, ePub, Docs
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Busy administrators lack the training and experience necessary to quickly and efficiently craft a teacher evaluation system that successfully meets the needs of their district. Questions like “What is the best program for my district?” or “How do I get the teachers on-board?” are being asked by school leaders across the country. This book provides real-world answers by highlighting 10 diverse model programs from around the country.

Rethinking School Health

Author:
Publisher: World Bank Publications
ISBN: 0821383973
Format: PDF, Mobi
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For the goals of Education for All (EFA) to be achieved, children must be healthy enough not only to attend school but also to learn while there. Because school health and nutrition programs specifically benefit poor, sick, and hungry children, they can make a key contribution to achieving EFA's goals. However, children can benefit only if the programs reach them. Rethinking School Health: A Key Component of Education for All describes how schools have been used as a platform for delivering familiar, safe, and simple health and nutrition interventions to hard-to-reach children in low-income countries. The book's foreword was written jointly by Elizabeth King of the World Bank, Susan Durston of the United Nations Children's Fund (UNICEF), and Qian Tang of the United Nations Educational, Scientific and Cultural Organization (UNESCO), indicating the interagency support for this approach. The book will be of particular interest to those working in the fields of education, health and nutrition, and early childhood development. --Book Jacket.

Data for Learning

Author: Husein Abdul-Hamid
Publisher: World Bank Publications
ISBN: 1464811008
Format: PDF, ePub
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Data are a crucial ingredient in any successful education system, but building and sustaining a data system are challenging tasks. Many countries around the world have spent significant resources but still struggle to accomplish a functioning Education Management Information System (EMIS). On the other hand, countries that have created successful systems are harnessing the power of data to improve education outcomes. Increasingly, EMISs are moving away from using data narrowly for counting students and schools. Instead, they use data to drive system-wide innovations, accountability, professionalization, and, most important, quality and learning. This broader use of data also benefits classroom instruction and support at schools. An effective data system ensures that education cycles, from preschool to tertiary, are aligned and that the education system is monitored so it can achieve its ultimate goal—producing graduates able to successfully transition into the labor market and contribute to the overall national economy. Data for Learning: Building a Smart Education Data System and its forthcoming companion volume shed light on challenges in building a data system and provide actionable direction on how to navigate the complex issues associated with education data for better learning outcomes and beyond. Data for Learning details the key ingredients of successful data systems, including tangible examples, common pitfalls, and good practices. It is a resource for policy makers working to craft the vision and strategic road map of an EMIS, as well as a handbook to assist teams and decision makers in avoiding common mistakes. It is designed to provide the “how-to†? and to guide countries at various stages of EMIS deployment. A forthcoming companion volume will focus on digging deeper into the practical applications of education data systems by various user groups in different settings.

Handbook of International Development and Education

Author: Pauline Dixon
Publisher: Edward Elgar Publishing
ISBN: 1783473541
Format: PDF, ePub, Docs
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This Handbook considers the myths and untruths that currently exist in international development and education. Using historic and contemporary evidence, this compendium redefines the international development narrative through a new understanding of &