Article
Raising teacher standards in Southeast Asia: Eleven country audit
This article summarises the findings of the 2010 report Teaching competency standards in Southeast Asian countries. Eleven country audit.
Report
Teaching competency standards in Southeast Asian countries. Eleven country audit
This report focuses on the status of development, implementation, and monitoring of teaching competency standards in 11 member countries of the Southeast Asian Ministers of Education Organization...
Event
The Supply Side of Teacher Labor Markets in Low- and Middle-lncome Countries
Scholars of comparative education have given a lot of attention to the demand side of teacher labor markets. We have asked how do policies attract teachers into the profession and then retain and motivate them once there. Given the importance of teachers in learning, attracting and retaining the best teachers is of critical importance. The effects of these policies, however, are influenced by a prior question: who becomes a teacher?
There is still a limited understanding of supply side factors that lead teachers to enter, stay in, or leave the profession. This broadly includes factors that explain why someone becomes and remains a teacher such as their personal background, demographics, education, attitudes, values, and professional motivations. Understanding the supply side factors is important not just in their own right but also because of the implications they may have for other teacher related practices and outcomes of interest to policy. For example, will a teacher education and training program yield expected results? If we wish to increase incentive for teachers, what would be the best way to do so given who enters the teaching profession?
This panel brings together a series of papers that engage in these questions across a number of country contexts including Burkina Faso, Colombia, India, South Africa, and Vietnam. We begin to provide tentative answers to questions about teacher selection through the analysis of large scale quantitative data. We hope that conversations sparked by these papers can begin to establish a research agenda that asks not only how can we attract the best teachers, but who becomes a teacher and why?
Together, the three papers bring evidence to bear from a wide geographic scope around the central question of who becomes a teacher. The panel looks to generate discussion around how we can further understand teacher selection and retention, and draw cross-national comparative lessons for this emerging research agenda.
CIES 2023 - Improving Education for a More Equitable World
Comparative and international perspectives are essential to fulfilling the dream of educational equity. The CIES 2023 Annual Meeting will explore the following crucial questions: how should we critically look at and meet desired outcomes across time and space? What changes can bring about responsible and sustainable advancement in learning, teaching, and schooling? What implications may these changes have on individual systems, contexts, and the already vulnerable planet? And how may our endeavors help redefine comparative and international education in a way that reconnects it with contextualized educational policy and practice?
Brochure / Flyer
Putting SDG4 into practice. School leadership
Inclusive and equitable quality education provides all learners with the capabilities to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic...
Brochure / Flyer
Putting SDG4 into practice. School leadership
Inclusive and equitable quality education provides all learners with the capabilities to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic...
Brochure / Flyer
Putting SDG4 into practice. School leadership
Inclusive and equitable quality education provides all learners with the capabilities to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic...
Southeast Asian guidelines for early childhood teacher development and management
These guidelines for early childhood teacher development and management focus largely on the years of education immediately prior to formal primary schooling, which are more and more commonly...
Southeast Asian guidelines for early childhood teacher development and management
These guidelines for early childhood teacher development and management focus largely on the years of education immediately prior to formal primary schooling, which are more and more commonly...
Southeast Asian guidelines for early childhood teacher development and management
These guidelines for early childhood teacher development and management focus largely on the years of education immediately prior to formal primary schooling, which are more and more commonly...
Blog
What we learned from the first phase of the Survey of teachers in pre-primary education (STEPP) project
Research shows that teachers and educators are the cornerstone of quality early childhood care and education (ECCE). Good teacher training and support, recognition and working conditions are proven to have positive impact on their capacity, motivation and practice with young children, and therefore constitute a critical policy issue.
The recently released UNESCO report Survey of teachers in pre-primary education (STEPP): lessons from the implementation of the pilot study and field trial of international survey instruments documents the achievements and lessons learned from the first phase of the STEPP project.
STEPP is a first international survey for low- and middle-income countries, aligned with the OECD Starting Strong Teaching and Learning International Survey (TALIS) targeting higher income countries. Launched in 2016, STEPP is an OECD-UNESCO joint initiative that supports the implementation of Sustainable Development Goal (SDG) target 4.2 on early childhood care and education (ECCE). The project has benefited from funding support from the Hamdan Bin Rashid Al Maktoum Foundation for Distinguished Academic Performance.
The survey collects data and information from teachers, educators and directors working in ECCE centres regarding the training, learning environment, pedagogical and professional practices and working conditions. It seeks to generate a better understanding of the situations and needs of pre-primary education personnel and to identify strengths and opportunities for improvement, which will inform policy discussions and measures to strengthen the quality of pre-primary teachers’ work.
This publication presents the achievements and lessons learned from the first phase of the STEPP project during which the STEPP instruments were developed and tested through the Pilot Study and Field Trial. It highlights the experiences of the Dominican Republic, Ghana, Indonesia, Namibia, the Philippines, Togo and Viet Nam in participating in every step of the instrument development, made possible through an effective mobilization of country expertise and resources. The knowledge and experience gained through this phase of the project acts as a building block, generating positive outcomes and constructive commentary that will feed into the design and methodology for the main survey, to be implemented in the second phase of the project.
Quality ECCE personnel is key to building strong foundations for lifelong learning in young children. UNESCO invites all partners to join efforts in increasing investments in strengthening the training and support for these critical professionals.