Romania SABER Country Report TEACHERS 2017 Policy Goals Status 1. Setting Clear Expectations for Teachers Clear expectations exist for what students should learn and what teachers are expected to do. Moreover, teachers’ official duties include nonteaching tasks related to instructional improvement. Although guidance on the use of this time is quite general, teachers either choose to partake in nonteaching tasks or are instructed to by school management. 2. *Attracting the Best into Teaching Although primary and secondary school teachers must teach for a year, pass a written exam, and pass an assessment based on practical teaching experience to become professionally licensed, primary school teachers can obtain a teaching position with only a pedagogical high school degree; secondary school teachers, on the other hand, must have a Bachelor’s degree. 3. Preparing Teachers with Useful Training and Experience While prospective teachers receive some practical experience during pre-service training, it may not be sufficiently effective in providing them with the necessary skills to succeed. Teachers are not required to be mentored or coached during this process, which limits the skills they ultimately acquire. 4. Matching Teachers’ Skills with Students’ Needs Official legislation is in place to provide some incentives for teachers to work in hard-to- staff schools; however, ambiguity arises in the definition of such schools. Moreover, the monetary benefits offered are insufficient to motivate teachers to work in disadvantaged areas. 5. Leading Teachers with Strong Principals Overall, training programs support the development of principals’ leadership capacity. Furthermore, principals are expected to support and hold teachers accountable in multiple areas. However, limited monetary awards exist to reward principals for good performance. 6. Monitoring Teaching and Learning Teachers have the option of attending trainings on student assessment, though this is not officially mandated. Additionally, systems are in place to assess student learning and these results are publicly available; however, no formal structure is in place to translate these results into improved quality of education. 7. Supporting Teachers to Improve Instruction Teachers are expected to meet professional development requirements over a period of five years; however, these are not assigned based on perceived needs and no repercussions arise for not meeting them. Moreover, in practice, teachers often finance their professional development through personal means. 8. Motivating Teachers to Perform Promotion opportunities are linked to performance and top-performing teachers receive a merit bonus; however, teachers that work with low-performing students are rarely recognized. Mechanisms to hold teachers accountable could be strengthened as teacher compensation is not linked to performance. *Note: This report measures the quality of policy intent, which may differ from the quality of policy implementation in some of the goals measured – particularly with regards to goal 2, “attracting the best into teaching.” ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 that describe how different education systems manage Overview of SABER–Teachers their teacher force. The database also includes copies of supporting documents. It is available at the SABER– Interest is increasing across the globe over how to Teacher website. attract, retain, develop, and motivate great teachers. Student achievement has been found to correlate with Box 1. Teacher policy areas for data collection economic and social progress (Hanushek and 1. Requirements to enter and remain in teaching Woessmann 2007; Pritchett and Viarengo 2009; 2. Initial teacher education Campante and Glaeser 2009), and teachers are key. 3. Recruitment and employment Recent studies have shown that teacher quality is the 4. Teachers’ workload and autonomy main school-based predictor of student achievement, 5. Professional development and that several consecutive years of outstanding 6. Compensation (salary and nonsalary benefits) teaching can offset the learning deficits of disadvantaged 7. Retirement rules and benefits students (Hanushek and Rivkin 2010; Rivkin, Hanushek, 8. Monitoring and evaluation of teacher quality and Kain 2005; Nye, Konstantopoulos, and Hedges 2004; 9. Teacher representation and voice Rockoff 2004; Park and Hannum 2001; Sanders and 10. School leadership Rivers 1996). However, achieving the right teacher policies to ensure that every classroom has a motivated, To offer informed policy guidance, SABER–Teachers supported, and competent teacher remains a challenge. analyzes the information collected to assess the extent Evidence on the impacts of many teacher policies to which the teacher policies of an education system are remains insufficient and scattered, and the impact of aligned with policies shown by research evidence to many reforms depends on specific design features. In have a positive effect on student achievement. SABER– addition, teacher policies can have very different Teachers analyzes the teacher policy data collected to impacts, depending on the context and other education assess each education system’s progress in achieving policies in place. eight teacher policy goals: 1. setting clear expectations for teachers; 2. attracting the best into teaching; 3. SABER–Teachers is a tool that aims to help fill this gap preparing teachers with useful training and experience; by collecting, analyzing, synthesizing, and 4. matching teachers’ skills with students’ needs; 5. disseminating comprehensive information on teacher leading teachers with strong principals; 6. monitoring policies in primary and secondary education systems teaching and learning; 7. supporting teachers to improve around the world. SABER–Teachers is a core component instruction; and 8. motivating teachers to perform of SABER (Systems Approach for Better Education (Figure 1). Results), an initiative launched by the Human Development Network of the World Bank. SABER collects Figure 1: Eight teacher policy goals information about different education systems’ policies, analyzes it to identify common challenges and promising solutions, and makes the results widely available to help inform countries’ decisions on where and how to invest to improve education quality. SABER–Teachers collects data on 10 core teacher policy areas to offer a comprehensive, descriptive overview of the teacher policies in place in each participating education system (Box 1). Data are collected in each participating education system by a specialized consultant using a questionnaire that ensures comparability of information across different systems. Data collection focuses on the rules and regulations governing teacher management systems. This information is compiled in a comparative database The eight teacher policy goals are functions that all where interested stakeholders can access detailed data high-performing education systems fulfill to a certain SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 extent to ensure that every classroom has a motivated, In fact, they often do differ, due to such factors as the supported, and competent teacher. These goals were political economy of the reform process; lack of capacity identified through a review of evidence in research of organizations in charge to implement the policies; or studies on teacher policies, and through analysis of the interaction between these policies and specific policies of top-performing and rapidly improving contextual factors. Since SABER–Teachers collects education systems. Three criteria were used to identify limited data on policy implementation, the assessment the teacher policy goals. Specifically, they had to be: (1) of teacher policies presented in this report needs to be linked to student performance through empirical complemented with detailed information that evidence; (2) labeled a priority for resource allocation; describes the actual configuration of teacher policies on and (3) actionable, that is, open to improvement through the ground. government actions. The eight teacher policy goals exclude other objectives that countries might want to The Romanian national pre-university educational pursue to increase the effectiveness of their teachers, system consists of four levels: early, primary, secondary, but have lacked, to date, sufficient empirical evidence for and tertiary non-university (2011 National Education Law making specific policy recommendations. No. 1). The early education level caters to students under the age of 6. It consists of ante-preschool (age 0–3) and By classifying countries according to their performance preschool (age 3–6). The primary education level (age 6– on each of the eight teacher policy goals, SABER– 10) spans from the preparatory grade through fourth Teachers can help diagnose the key challenges that grade. The secondary education level is divided into two countries face in ensuring they have effective teachers . parts: lower secondary (age 10–14) for fifth to eighth For each policy goal, the SABER–Teachers team identified grade and upper secondary (age 14–18) for ninth to policy levers (actions that governments can take to reach twelfth grade. Upper secondary is divided into three these goals) and indicators (measures of the extent to streams: theoretical, technological, and vocational. which governments are making effective use of these policy levers). Using these policy levers and indicators, Both parts of the secondary education level have a SABER–Teachers classifies education systems’ national exit examination; the National Evaluation performance on each of the eight teacher policy goals Examination is taken at the end of eighth grade and the using a four-category scale (latent, emerging, Baccalaureate Exam is taken at the end of twelfth grade. established, and advanced). The ratings describe the The Baccalaureate Exam is required to proceed to higher extent to which a given education system has in place education. The vocational track1 provides an alternative teacher policies that are known to be related to path for students to access higher education and the improved student outcomes (Annex 1). The main labor market. objective of this assessment is to identify the strengths and weaknesses of the teacher policies of an education This report presents the results of the application of system, and to pinpoint possible areas for improvement. SABER–Teachers in Romania. It describes Romania’s For a more detailed report on the eight teacher policy performance for each of the eight teacher policy goals, goals, policy levers and indicators, as well as the evidence alongside comparative information from education base supporting them, see Vegas et al. (2012). systems that have consistently scored high results in international student achievement tests and have The main focus of SABER–Teachers is on policy design, participated in SABER—Teachers. Additional information rather than policy implementation. SABER–Teachers on Romania’s teacher policies and those of other analyzes the teacher policies formally adopted by countries can be found on the SABER–Teachers website. education systems. However, policies on the ground, that is, as they are actually implemented, may differ quite substantially from policies as originally designed. 1 Referred to as the technical and professional education in Romania. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 3 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 Economic Context tenured positions while 27 percent are substitute teachers. Romania’s gross domestic product (GDP) grew by 4.8 percent in 2016 – the highest since 2008 and third In Romania, funds allocated to education are low highest among European Union (EU) countries (World compared to other EU countries. In 2017, the public Bank 2017b). In the first half of 2017, economic growth expenditure on education as a percentage of GDP was continued to grow to 5.8 percent, making Romania the 3.1 percent, the lowest among EU countries and fastest growing economy in the EU (World Bank 2017b). significantly below the EU average of 5.5 percent (World This growth was primarily fueled by private consumption Bank 2017a). Moreover, teachers are paid relatively low boosted by fiscal stimuli and increases in the minimum compared to other professions. For instance, teachers and public sector wages and pensions. Concerns about only make 44 percent of GDP per capita, compared to 80 governance and weak administrative capacity limit percent or more in advanced countries. Romanian Romania’s competitive advantages, however. teachers have the lowest salaries in the EU, as presented in Table 1. Despite its growing economy, the country has the highest income gap in the EU. The percentage of population at Table 1. Teachers’ minimum annual gross salaries in EU risk of becoming impoverished (after social transfers) countries (ISCED 1) increased from 22.1 percent in 2009 to 25.3 percent in Country Salary (€) Country Salary ( €) 2016 (World Bank 2017b). This is especially troublesome Luxembourg 72,000 Portugal 21,960 for Romania’s youth population, where nearly 47 percent Germany 44,860 Malta 19,320 of children live in a household at risk of poverty or social Denmark 44,580 Slovenia 17,117 exclusion (Source: Eurostat, 2016 (ilcpeps01) Table 1: The Netherlands 34,806 Greece 13,104 People at risk of poverty or social exclusion, by age Austria 33,157 Estonia 11,264 Finland 32,234 Czech Republic 9,238 group, 2015). To address this gap, Romania's priorities Great Britain 30,646 Croatia 9,051 for 2017–2020 include investments in infrastructure, Sweden 30,791 Slovakia 7,362 healthcare, and education, with a particular focus on Spain 28,431 Hungary 6,636 promoting social inclusion, improving governance, and Belgium 28,342 Poland 5,450 advancing the growth of the private sector. France 24,595 Latvia 4,860 Cyprus 23,885 Lithuania 4,580 Italy 23,051 Bulgaria 3,681 Education Context Romania 3,583 The general legal framework for the management, Source: “Teachers' and School Heads' Salaries and Allowances operation, and regulation of education in Romania is in Europe – 2015/16. Eurydice Facts and Figures.” determined by the Constitution and the 2011 National Education Law No.1. All education levels are primarily More generally, the low salary may explain why few are overseen by the law, and secondarily by specific interested in joining the education profession and the regulations and laws. Public education in Romania is limited number of experts in education sciences. This is tuition-free and schooling is compulsory until the tenth evidenced by the low percentage of graduates who grade. A national central entity, the Ministry of National complete education programs: 3.8 percent in Romania Education (MoNE: Ministerul Educației Naționale), compared to 10.4 percent in Germany and 13.8 percent develops and monitors the implementation of national in Poland. At the Master’s level, only 3.3 percent of policies at all levels, including, curriculum, evaluation, graduates specialize in education, compared to 34 school management, school network, social programs, percent who focus in total on Business, Administration, and allocation of human resources to schools. MoNE is and Law. PhD graduates in education sciences in also responsible for teacher policies and coordinates all Romania represent 0.9 percent of all fields compared to aspects related to the teaching profession, from 4.4 percent in the United Kingdom, 1.8 percent in recruitment, employment, deployment, professional Germany, and 1.7 percent in Poland (Romanian Higher development, and career advancement to evaluation. Education Quality Assurance Agency 2017). Pre-service teacher training is provided by universities through accredited programs. Romania’s education The quality of education in Romania is significantly system currently has 203,032 teachers; 73 percent have weaker than that seen in its EU counterparts, both in SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 4 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 terms of access and quality. Moreover, the early school Additionally, 24 percent of students were below basic leaving rate remains high, which could have irrevocable proficiency in all three subjects. Underachievement consequences for the labor market and economic among disadvantaged students was almost three times growth. While the proportion of early school leavers higher than among those in the top socioeconomic between the ages of 18 and 24 decreased slightly from quartile (Figure 2; OECD 2015). More specifically, PISA 19.1 percent in 2015 to 18.5 percent in 2016, Romania 2015 shows that the performance gap between students still has the third highest school leaving rate in the EU and from the top and bottom income brackets is nearly a is far behind the Europe 2020 target of 11.3 percent. difference of three years of schooling. These disparities are exacerbated in rural areas (26.6 Access to a quality education is more challenging for percent) and remain a problem in urban areas (6.2 students in rural areas and for the Roma population. PISA percent in cities and 17.4 percent in towns and suburbs) 2015 shows that the performance gap between rural and (OECD 2015). In addition to regional, urban–rural, and urban students is over one year of schooling. In 2016, socioeconomic inequalities, Romania is confronted with 37.5 percent of eighth grade students in rural schools a rapidly declining school population, totaling about 3 had poor results in the national evaluation exam, million students in 2017 in pre-university level. The compared to 15 percent in urban schools as reported by declining school population is due to Romania’s acute MoNE. This points to a broader problem – while 45 population crisis, which is characterized by an aging percent of all Romanian school children live in rural workforce, low birth rate, and an increasing number of areas, only 24 percent of students from rural areas enroll young, highly skilled emigrants (Davies and Hinks 2015). in higher education (European Commission 2017). Moreover, access to quality education remains an According to the “Education and Training Monitor” important challenge for Roma children. The percentage (European Commission 2017), Romanians are of Roma children who participate in early childhood significantly behind the EU average for basic skills. The education and childcare programs decreased from 45 2015 Organization for Economic Co-operation and percent in 2011 to 38 percent in 2016 (European Development (OECD) Program for International Student Commission 2017). Moreover, 77 percent of Roma aged Assessment (PISA) survey found that 38.5 percent of 15- 18–24 are early school leavers (European Agency for year-olds are below basic proficiency in Science, 38.7 Fundamental Rights 2016). percent in Reading, and 39.9 percent in Mathematics. While Romania’s PISA scores have improved since 2006, Since joining the EU in 2007, Romania has taken steps to they are substantially lower than those of other EU improve its education system and is making significant countries. About 40 percent of Romanian students are strides to meet the Education and Training 2020 functionally innumerate and illiterate, in contrast to requirements (ET 2020). The ET 2020 aims to make roughly 23 percent of students in the EU. lifelong learning and mobility a reality, improve the quality and efficiency of education and training, promote Figure 2. Difference in PISA Math performance between equity, social cohesion and active citizenship, and top and bottom socioeconomic quintile enhance creativity and innovation, including 150 entrepreneurship, at all levels of education and training 120 (European Commission 2009). 100 84 90 Romania’s efforts to achieve these goals focus primarily 60 on tackling high rates of early school leaving, promoting lifelong learning, and improving the quality of tertiary 30 and vocational education through dedicated strategies. 0 These strategies include a series of measures targeting teachers’ professional development as a key element for Hungary Turkey Kosovo Poland Czech Republic Slovak Republic Bulgaria Romania Georgia Moldova Croatia Macedonia Slovenia Estonia Latvia EU average OECD average ECA average Greece Montenegro Russian Federation Lithuania improving education quality. Moreover, Romania is currently in the process of implementing a modernized competency-based national curriculum for all grades and plans are underway to train all teachers to deliver this new curriculum. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 5 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 Goal 1: Setting clear expectations for teachers outlined in the curriculum. Thus far, these standards have not been updated to reflect the recent changes to Advanced the curriculum and syllabi since 2003. At the same time, while some attempts were made to develop standards Setting clear expectations for student and teacher for teachers in previous years, they are still not in place. performance is important to guide teachers’ daily work and align necessary resources to make sure that teachers The tasks teachers are expected to carry out are officially can constantly improve instructional practice. In stipulated in the 2011 National Education Law No. 1 and addition, clear expectations can help ensure coherence require primary and secondary teachers to undertake among different key aspects of the teaching profession, responsibilities inside and outside the classroom. In such as initial teacher education, professional addition to tasks related to classroom teaching, including development, and teacher appraisal. the grading of assessments and supervision of students, teachers can participate in activities outside the SABER–Teachers considers two policy levers that school classroom. As per the 2011 National Education Law No. systems can use to reach this goal: (1) clear expectations 1, teachers are allocated time to mentor other teachers, for what students should know and be able to do, and partake in professional development activities, attend how teachers can help students reach these goals; and afterschool programs, and collaborate on the school plan (2) useful guidance on how teachers can use their time (e.g., by helping design the school-based curriculum). to improve instruction at the school level. Although the law provides additional opportunities for teachers, they are often not adopted in practice as (1) In Romania, clear expectations exist for what teachers are overloaded with administrative paperwork students are expected to learn and for what teachers and other responsibilities. Because the time is officially are supposed to do. MoNE is responsible for setting allocated but not stipulated, only some partake in these standards at the national level, which are included mentorship, while others are primarily involved in as part of the required competencies for early, primary, school-based curriculum design. and secondary students as indicated in the National Curriculum. The curriculum framework, syllabi, and Top-performing systems reveal that many tasks outside applicable methodologies are made available by of the classroom, such as providing and receiving teacher Education Ministerial Orders, which are accessible on the support, improve teacher effectiveness inside the MoNE, Institute of Educational Sciences (IES), and county classroom. school inspectorates websites, and via hard copy at local schools. (2) Guidance on teachers’ use of time could focus more on tasks related to instructional improvement. In In the past five years, several policy reforms have Romania, teachers are considered public sector targeted the curriculum.2 These include the introduction employees and are thus expected to work 40 hours per of a new curriculum framework for pre-university week. Of those 40 hours, they are expected to devote students and a revised curriculum for early education, about 18 hours to teaching (i.e., 45 percent of working primary, and lower secondary students. The curriculum time), leaving the remaining 22 for nonteaching tasks. for upper secondary schooling is in the process of development and is expected to be completed by the Global experience suggests that a definition of working end of 2018. Student evaluation standards, which are time as the total number of hours at school may be more also developed by MoNE, are designed to help teachers conducive to learning, because it recognizes that benchmark student achievement to the competencies teachers normally need to devote some time to 2 Primary school curriculum and syllabi revised in 2013/14, lower delivery date of late 2017 for the curriculum framework and 2018 for secondary curriculum revised in 2017; the upper secondary the new syllabi. curriculum and syllabi are currently being revised, with an expected SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 6 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 nonteaching tasks, such as lesson planning, grading of Goal 2: Attracting the best into teaching students’ work, learning support, and professional development, as well as administrative and educational Established tasks outside of the classroom, such as collaborating on school plans and participating in school evaluations. The The structure and characteristics of a career in teaching time allocated to nonteaching tasks is crucial, especially can help determine whether talented individuals opt to if agreed upon and monitored by the school principal, to become teachers. Talented people may be more inclined achieve better educational outcomes. to take such a career path if entry requirements are on par with those of well-regarded professions, Successful education systems, such as those in Ontario, compensation and working conditions are adequate, and Finland, Japan, South Korea, and Singapore, devote attractive career opportunities are in place for them to considerable time at the school level to activities that are develop as professionals. related to instructional improvement. These include collaboration among teachers on the analysis of SABER–Teachers considers four policy levers that school instructional practice, mentoring, and professional systems can use to reach this goal: (1) requirements to development (Darling-Hammond and Rothman 2011; enter the teaching profession; (2) competitive pay; (3) Darling-Hammond 2010; Levin 2008). At the same time, appealing working conditions; and (4) attractive career these systems tend to devote a smaller share of teachers’ opportunities. time to actual contact time with students, and a larger share to teacher collaboration, on-site professional (1) In Romania, the requirements to enter the teaching development, and research on the effectiveness of profession are more stringent for secondary school various teaching strategies. Japan, for example, devotes teachers compared to primary school teachers. Most about 40 percent of teachers’ working time to these high-performing education systems require that types of activities, while Ontario currently devotes 30 incoming teachers have at least a minimum amount of percent (Darling-Hammond and Rothman 2011). practical teaching experience, or that they pass an exam, in addition to their teacher training program. In Finland, Notwithstanding, reducing classroom time is not a for example, all teacher graduates are qualified at the recommended strategy, especially for low-performing Master’s level and only a fraction of initial applicants are countries. What is fundamental is to ensure that teachers admitted to training. Consequently, teaching is a maximize the benefit of their nonteaching hours and relatively popular profession. other professional development opportunities to improve instructional quality. While Romanian Many high-performing education systems offer two regulations incorporate several types of nonteaching types of teacher training programs: consecutive and tasks, as presented in Figure 3, in practice, educational concurrent. Concurrent programs teach subject outcomes do not reflect this situation. knowledge and pedagogic skills simultaneously; consecutive programs include a first phase of one or Figure 3. Types of nonteaching tasks related to several years of knowledge acquisition in a particular instructional improvement subject, followed by a period of professional skills and knowledge acquisition. Romania employs both models. *Romania Singapore Bulgaria Georgia Serbia In Romania, a primary school teaching position can be obtained by completing a degree from a: (i) four-year Mentor peers    pedagogical high school; or (ii) Bachelor’s program. Since Collaborate on school plan     2012, the legislation has required primary school Design the curriculum    teachers to graduate from a Bachelor’s program (GO 92/2012). Despite this change in policy, over one-third of Participate in school evaluation   primary teachers held only a pedagogical high school Source: SABER–Teachers data; *Note: Not all teachers participate in degree as of 2016, due to associated expenses and these tasks; only a subgroup is selected. bureaucratic obstacles (Source: WB staff calculations based on data received from MONE, 2017). Because this legislation did not work in practice, it is now possible for SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 7 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 primary school teachers to instruct with only a (2) Teacher pay is not attractive compared with that of pedagogical high school degree. other professions. In Romania, teachers’ salaries represent 44 percent of per capita GDP,3 a figure that is To become a fully licensed secondary school teacher not as competitive as other sectors (i.e., (profesor cu drept de practică), on the other hand, communications, finance, or insurance). Moreover, it requires: (i) a degree from an accredited Bachelor’s takes 40 years of experience to advance from the program in one’s subject/specialty, which includes minimum to maximum salary level and pay does not vary coursework in psycho-pedagogy, (ii) one year of practical based on teacher performance. This is particularly professional experience as a debutant teacher; and (iii) problematic for teachers who work with low-achieving passing the definitivat degree exam, which consists of an students. Because teachers who help their students on-the-job assessment and written exam. achieve higher levels of comprehension are not recognized for their efforts in under-resourced settings, For both primary and secondary school teachers, there is few are incentivized to help these students achieve. no formal institution that awards licensure once a teacher graduates from an accredited university. (3) Working conditions are not appealing enough to However, after completing their degree program, attract talented individuals to the teaching profession. primary and secondary school teachers are required to Working conditions may play an important role in the student-teach for one year (during this time, they are decision to become a teacher. Talented candidates who referred to as “debutant teachers”). After they have have opportunities in other professions may be completed one year of student-teaching, prospective encouraged to become teachers if working conditions teachers are given five years to pass the definitivat are good. In Romania, standards exist for infrastructure, degree exam, with a minimum score of 80 percent. If hygiene, and sanitation of schools. In fact, almost 80 they do not pass this exam within a five-year timeframe, percent of schools comply with these standards (Source: they are not considered fully licensed teachers but they WB staff calculations based on data received from can continue to teach as substitutes indefinitely. This MONE, 2017). However, no data are available for policy cannot contribute to education quality in compliance with infrastructure standards and most Romania, as the share of substitute teachers in the buildings lack modern facilities and adequate space for system represents over one-fourth of the total (27 instruction. Oftentimes, teachers prefer to work in percent) (Source: WB staff calculations based on data private schools because of the better conditions, received from MONE, 2017). including building standards, access to auxiliary materials, and smaller class sizes. In addition to the definitivat degree exam, teachers must pass another exam to be eligible for tenure. This exam is Moreover, a recent analysis conducted by the World not compulsory and can be taken anytime, including Bank to inform strategic decisions in education immediately after the completion of university studies. infrastructure reveals infrastructure shortages in Once a teacher passes the tenure exam, she/he is eligible Romania, as well as sizable gaps between urban and rural for an open-ended contract; in the event a teacher schools. For instance, 72 percent of rural schools do not passes the tenure exam but not the definitivat degree have laboratories compared to 30 percent of urban exam within the five-year time span, she/he loses the schools; similarly, only 32 percent of rural schools have tenure position and open-ended contract, but remains gyms compared to 71 percent of urban schools. The Bank eligible to work as a substitute teacher on a short-term analysis concludes that a considerable amount needs to contract. be done to ensure public schools are equipped with safe, 3 In 2015/16, the annual gross salary of a fully qualified secondary teacher ranged from €3,810 to €10,124, with an average of €6,967 (European Commission 2016). SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 8 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 modern, and secure learning environments (World Bank Goal 2: Gaps in Policy Implementation 2017a). Although the SABER rubric concluded that Romania is Student–teacher ratio can be another indicator of “established,” based on an extensive policy analysis, in teacher working conditions as classrooms with more practice the system is far from where it needs to be. students are generally more challenging for teachers. Oftentimes, only those without other professional options While on average, the student–teacher ratio in Romania choose to teach due to the comparatively low salaries and is 20:1 in primary schools and 12:1 in secondary schools poor working conditions. and close to ratios in performing countries (Figure 4) in For instance, some career advancement opportunities are metropolises like Bucharest this ratio can be up to over linked to performance in Romania, though these 40 students per teacher. performance metrics can be biased due to the use of subjective observation protocols. This diminishes the link Figure 4. Student–teacher ratio, primary school between performance and career advancement opportunities and discourages prospective candidates from Finland entering the profession. Singapore According to the survey results, student–teacher ratios are quite low (less than 30 students per teacher). However, in Georgia Bucharest and in other large cities, teachers are often responsible for 40+ students, implying a significant workload Bulgaria for teachers. This reality, coupled with low salaries compared to other professions, often deters prospective candidates Romania from joining the profession. 0 5 10 15 20 25 Source: SABER–Teachers data and UNESCO Statistics. Goal 3: Preparing teachers with useful (4) Opportunities for career advancement may be training and experience appealing, but are ultimately not enough to attract the best candidates to the profession. Teachers in most Emerging education systems have opportunities to seek promotion to principal positions at some point in their career. In Equipping teachers with the skills they need to succeed addition to these “vertical” promotion opportunities, in the classroom is crucial. Teachers need subject matter most high-performing education systems offer teachers and pedagogic knowledge, as well as classroom the possibility of “horizontal” promotions, to academic management skills and lots of teaching practice to be positions. Taking an academic job allows teachers to successful. In addition, preparation helps put all teachers grow professionally and yet remain closely connected to on an equal footing, giving them a common framework instruction, without taking a managerial position (OECD to improve their practice. 2012; Darling-Hammond 2010). SABER–Teachers considers two policy levers that school In Romania, teachers have several opportunities to systems can use to reach this goal: (1) minimum advance their career as they can apply to both standards for pre-service training programs; and (2) administrative (principals and inspectors) and required classroom experience for all teachers. professional leadership posts (e.g., Head of Commission, responsible for curriculum area etc.). Moreover, (1) There are minimum standards to enter pre-service promotion opportunities are linked to performance; teacher training programs in Romania. Virtually all high- however, no standardized system is in place to promote performing countries require that teachers have an high-performing teachers, this is largely done on an ad educational level equivalent to a Bachelor’s degree hoc basis. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 9 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 (ISCED 4 5A), and some, such as Finland, also require a Figure 5. Required classroom experience, primary research-based Master’s degree (OECD 2011). Compared school teachers to better-performing education systems, the minimum Singapore Romania level of education required for teachers to become Bulgaria Georgia Serbia primary school teachers in Romania is below ISCED 4A (i.e., pedagogical high school degree). For secondary school teachers, the standards are aligned with better-  performing systems, requiring ISCED 5A (i.e., Bachelor’s 3 months or less degree). While the 2011 National Education Law No. 1 stipulates that graduates of higher education choosing to 12 months or less   become teachers are expected to complete a two-year Masters in Didactics, this has not yet been implemented, 12-24 months   primarily due to financial and procedural constraints. More than 24 months Source: SABER–Teachers data (2) Practical classroom experience is required for all teachers in Romania, but it is not as effective as it could Goal 4: Matching teachers’ skills with be. Practical experience is an important factor in students’ needs determining teaching quality. The more teachers test their pedagogical theories, subject-matter knowledge, Emerging and classroom management skills, the better prepared they will be for their job. Most high-performing systems Avoiding teacher shortage in any given grade, education require prospective teachers to have a considerable level, or subject, and ensuring that teachers work in amount of classroom experience before becoming schools where their skills are most needed are important independent teachers, and some of these systems for equity and efficiency. Furthermore, these actions can provide mentoring and support during the first and even help guarantee that all students in a school system have second year on the job (Darling-Hammond 2010; an equal opportunity to learn. Without purposeful Ingersoll 2007). In Romania, pre-service teacher training allocation systems, it is likely that teachers will gravitate programs include practical classroom experience toward schools that serve better-off students or that are (pedagogical practice), but only require a limited number in more desirable areas, deepening inequalities in the of hours. According to the 2011 National Education Law system. SABER–Teachers considers two policy levers that No. 1, debutant teachers must complete one year of school systems can use to reach this goal: (1) incentives student-teaching before they enroll to take the for teachers to work in hard-to-staff schools; and (2) definitivat exam 5 to become professionally licensed incentives for teachers to work in critical-shortage areas. teachers (Figure 5). However, during this time they are not systematically mentored, coached, or supervised. (1) Insufficient incentives are in place for teachers to work in hard-to-staff schools. Many countries face challenges in attracting effective teachers to work in hard-to-staff schools, such as those in disadvantaged locations or those that serve underprivileged populations. Thus, they often must put in place a specific set of incentives, such as monetary bonuses or opportunities for promotion, to attract teachers. Romania has some incentives for teachers to work in hard-to-staff schools (Figure 6). For instance, monetary 4 International Standard Classification of Education, 2011 version. 5 Upon passing the exam, they become eligible for a formal teaching position, referred to as Profesor cu drept de practica in Romanian. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 10 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 incentives are granted to teachers that work in isolated Figure 6. Incentives for teachers to teach in hard-to- areas (up to 20 percent of base salary), schools with staff schools students with special education needs (15 percent of base salary), and schools in prisons (up to 15 percent of base salary). However, the parameters of what constitutes a hard-to-staff school are somewhat Romania Bulgaria Georgia Serbia ambiguous and the monetary incentives for working in remote, isolated, or rural areas are insufficient to motivate teachers to relocate and work there. Promotion Higher basic salary  However, models such as “Teach for Romania,” an NGO in hard-to-staff schools belonging to the “Teach for All” network, are training Monetary bonus   professionals to teach in the most vulnerable Subsidized education  communities where they become change agents and Housing support  inspirational teachers at the school level. Within this Source: SABER–Teachers data. program, more than 60 primary and lower secondary teachers continue to be actively involved in addressing equity and quality issues in education, teaching in 60 of Goal 5: Leading teachers with strong Romania’s most-disadvantaged schools across 12 principals counties. This program promotes cooperation with parents, principals, and school inspectorates, as well as Established with the business community, to incentive highly The quality of school heads is an important predictor of motivated individuals to teach in hard-to-staff schools. student learning. Capable principals can act as instructional leaders, providing direction and support for (2) Romania has identified critical-shortage subject- improving instructional practice at the school level. In areas, but policies do not exist to address such areas. addition, capable principals can help attract and retain Critical-shortage subjects, where there is a shortage of competent teachers. teachers to meet student needs, are present in many education systems. Many systems develop policies and SABER–Teachers considers two policy levers that school offer incentives aimed at encouraging teachers to teach systems can use to reach this goal: (1) education system these subjects. Incentives may include monetary investment in developing qualified school leaders; and bonuses and subsidized education or scholarships in (2) decision-making authority for school principals to those subject areas. In Romania, IT, technology, English, support and improve instructional practice. and music have been identified as critical-shortage subjects; primary school teachers are also in demand and (1) In Romania, training programs support the are included in the shortage. However, insufficient professional development of principals (Table 3). incentives are in place to motivate qualified candidates Research from high-performing education systems to teach in these subject areas or in primary schools. suggests principals can develop leadership skills through supported work experience or specific training courses. Goal 4: Romania’s Chronic Teaching Shortage High-performing systems, such as those in Japan, South Korea, Shanghai, and Singapore, require applicants to Romania faces a shortage of qualified teachers. Despite principal positions to participate in specific coursework this situation, no significant policy measures have been put or a specialized internship or mentoring program aimed in place to improve the attractiveness of the teaching at developing essential leadership skills (OECD 2012; profession. This is partly due to budget constraints. The Darling-Hammond 2010). 2013 OECD Teaching and Learning International Survey (TALIS) found a high proportion of Romanian teachers (58 percent, versus the EU average of 36 percent) work in To be eligible to be a principal in Romania, a teacher must schools where a shortage of qualified staff was reported. be a member of the National Group of Experts in SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 11 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 Educational Management, 6 which requires completion they are most needed (Darling-Hammond and Rothman of a 60-credit education management course. 2011). Prospective candidates must have also at least passed the 2nd degree (Gradul II) career-level qualification. To In Romania, principals are expected to evaluate teachers’ enroll for this exam, a teacher must have passed the performance, manage the distribution of time during definitivat degree exam and have taught for at least four school hours, provide guidance for curriculum and years afterward. The exam assesses practical teaching teaching tasks, respond to requests from local, experience, and methodological subject matter, and subnational, or national educational authorities, includes an oral pedagogical assessment. Most teachers represent the school at meetings or in the community, opt to take the 1st degree exam, which requires a 2nd maintain student discipline, and discipline and dismiss degree certification, at least four years of teaching teachers. Many of these are tasks that research suggests experience after receiving the 2nd degree, and a are associated with high student performance and dissertation, overseen by a specialist in the field. In fact, specifically related to teacher performance. Although 86 percent of Romania’s headmasters have a 1st degree principals are responsible for these tasks, they are not (Grade I) and 12 percent have 2nd degree (Grade II) incentivized for good performance. In fact, there is only (MoNE, EDUSAL 2016). one award (Gradație de merit) given to principals for high achievements, and this is only awarded to a few from the Since 2016, a new policy for hiring school principals total number of principals, within the limit of 16 percent requires prospective candidates to participate in a of all teaching and management positions in a county national competition that includes a written test and an (2011 Education Law No. 1 and MO 6161-22.12.2016). interview. Although principals are not legally required to This reward represents 25 percent of the base salary and enroll in any specific courses, they may participate in is awarded to each selected teacher/principal on a regular professional development activities that take monthly basis for a five-year period. place at local level and are organized by the school inspectorates. For instance, half-day meetings are Table 3. Mechanisms to support the development of organized every semester for principals working in the principals’ leadership skills same region to discuss topics related to management. Principals can attend professional development courses Singapore on topics they are interested in; however, this is not an Romania Bulgaria Georgia Serbia official requirement. (2) Principals in Romania are expected to support and Courses or other training    improve instructional practice of teachers, but are not requirements given monetary incentives to do so. Principals should be Mentoring or internship  able to structure their time to focus on improving program instruction in their schools (OECD 2012; Barber and Source: SABER–Teachers data. Mourshed 2007). High-performing education systems, such as those in Finland, Ontario, and Singapore, think of Goal 6: Monitoring teaching and learning their principals as instructional leaders. Principals are Established expected to be knowledgeable in teaching and curriculum matters, as well as to provide guidance and support to teachers. They evaluate teachers, provide Assessing how well teachers are teaching and whether feedback, assess the school’s needs for professional students are learning is essential for devising strategies development, and direct instructional resources where to improve teaching and learning. First, identifying low- 6 Referred to as Corpul Național al Experților în Management Educational in Romanian. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 12 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 performing teachers and students is critical if education taken to use these results to inform instructional systems are to provide struggling classrooms with practices at the school and teacher level, set student adequate support to improve. Second, teacher and objectives, improve school development plans, or student evaluation scan also help identify good practices, develop individual skills enhancement plans for teachers which can be shared across the system to improve school performance. Similarly, even though Romania is a regular participant in international large-scale assessments (PISA, Trends in SABER–Teachers considers three policy levers that International Mathematics and Science Study (TIMSS), school systems can use to reach this goal: (1) availability and Progress in International Reading Literacy Study of data on student achievement to inform teaching and (PIRLS)), the results are merely referenced by experts, policy; (2) adequate systems to monitor teacher educational associations, and the media. There is no performance; and (3) multiple mechanisms to evaluate evidence that results are taken into consideration to teacher performance. improve school curriculum, inform teacher training, monitor education quality, or develop reform policies on (1) In Romania, systems are in place to assess student resource allocation or evaluation activities. learning and disseminate assessment findings, though results are not effectively used to inform teaching. All Teachers have multiple resources at their disposal to high-performing education systems ensure that enough assess students, including documents that outline for student data are available to inform teaching and policy, each subject the performance level students are but they do so in very different ways. Regardless of the expected to reach in different grades and/or age levels. mechanism they decide to follow, high-performing There are also student textbooks with complementary countries ensure that three main functions are fulfilled: teacher guides that provide support for classroom (i) a system collects relevant and complete data on assessment, scoring criteria for grading student work, student achievement regularly; (ii) a mechanism allows and item banks with sample questions and classroom public authorities access to these data so they can use activities to be used for classroom assessment activities. the information to inform policy; and (iii) a mechanism However, it is important to note that these resources are feeds these data and relevant analyses back to the school not provided by the state; rather, teachers and parents level, so teachers can use them to inform the cover the costs of supplying them in the classroom. improvement of instructional practice. Moreover, these tools remain insufficiently used and the evaluation criteria and rubrics applied by teachers to National large-scale examinations are used to monitor assess students’ work are not explicit enough to inform education quality levels to hold government, schools, meaningful feedback. Last, although local school teachers, and students accountable. They are meant to inspectorates 7 organize teacher training courses and inform policy and evaluate interventions designed to other professional development activities to help improve student learning outcomes. In Romania, the teachers analyze student assessment data, these courses results of the two national exams – the Baccalaureate are not mandatory. Exam and the National Evaluation – are published on the MoNE website. The results for national assessments at (2) A system is in place to evaluate teacher Grades 2, 4, and 6 are not made public, but teachers performance, but results are not used extensively to must communicate them to parents and develop improve teaching practices in the classroom. External individual learning plans for students. In general, the teacher evaluations are conducted by inspectors at the results are primarily used to develop and publish reports. subnational level. There are about 1,000 inspectors in 42 No system is in place that requires specific actions to be county school inspectorates. All inspectors have a 7 This is coordinated by local Teacher Training Houses, which are responsible for managing and conducting teacher professional development programming. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 13 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 teaching background and are assigned by subject, might prove more effective if they combine multiple extracurricular activities, school management, and methods and sources of information, such as student educational projects and programs. The inspectors visit academic achievement, classroom observation, and schools and evaluate teachers by observing classrooms student survey results. The data from standardized and assessing teaching-related documents. They also national student assessments could, in theory, be used monitor the use of the curriculum, evaluate school to relate student results in local evaluations to the management practices, and assess students’ average results at the national level. achievement data. As specified in the legislation, their main role is to counsel and coach teachers, yet they are Figure 7. Criteria to evaluate teacher performance often overburdened with administrative and control work. They report to and are evaluated by the general inspectors at county level. *Romania Singapore Bulgaria Georgia Serbia Internal teacher evaluations are conducted by the principal, heads of departments, and school board members. On receiving a highly satisfactory rating from Subject matter knowledge     an internal performance review, a teacher is eligible for public recognition, monetary bonuses, and opportunities Teaching methods     for career advancement. An unsatisfactory rating has no salary implications but the teacher is mentored/coached Student assessment methods    by the head of department to improve his/her performance. Students’ academic achievement   Source: SABER–Teachers data. *Note: While all four criteria are (3) Multiple mechanisms are used for teacher included in the national evaluation forms, these criteria are rarely assessment in Romania, though it is unclear how these used to improve instructional practices and student learning are systematically linked to one another to objectively outcomes. evaluate teacher performance. Most high-performing systems conduct teacher evaluations using multiple mechanisms for data collection and varied criteria for Goal 7: Supporting teachers to improve assessment, including class observations. Figure 7 instruction highlights some of these. Emerging In Romania, teacher attendance, knowledge of subject matter, compliance with curriculum, teaching Support systems are necessary to help improve methodology, use of homework in classroom, student instruction at the school level. To constantly improve assessments, teacher–student interactions, student instructional practice, teachers and schools need to: be academic achievement, students’ participation in class, able to analyze specific challenges they face in classroom contribution to institutional development, and teacher– teaching; have access to information on best practices to parent interactions are used to evaluate teacher address these challenges; and receive specific external performance. In addition to the above criteria, support tailored to their needs. responsibilities at school level, participation in developing textbooks, guides, and regulations, and SABER–Teachers considers three policy levers that professional development activities are also taken into school systems can use to reach this goal: (1) availability consideration. However, these evaluations are not of opportunities for teacher professional development; always accurate, as they are done informally and are not (2) teacher professional development activities that are based on objective measures of students’ academic and collaborative and focused on instructional improvement; socioemotional progress. and (3) the assignment of teacher professional development based on perceived needs. International experience and research suggest that none of these approaches taken separately can produce a (1) Teachers in Romania are recommended to balanced and objective evaluation of teacher participate in professional development activities for a performance. Research has shown that evaluations SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 14 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 minimum of 360 hours over a five-year period. In many requirements, their personal interests, and the local countries, participating in professional development is a financial resources. requisite for teachers to stay in the profession as well as to qualify for promotions. In addition, to advance up the (2) Teacher professional development in Romania career ladder, teachers in most high-performing includes activities that have been found to be countries are required to have participated in a number associated with instructional improvement (Figure 8). of professional development seminars or workshops Research suggests that effective teacher professional according to their rank. development is collaborative and provides opportunities for analyzing instructional practice at school level. As In Romania, participation in professional development is mentioned earlier, high-performing education systems, compulsory for public school teachers to remain in the such as in Japan and Ontario, devote as much as 30 profession. It is recommended teachers obtain 90 credits percent of school time to professional development and of professional development over a five-year period. The instructional improvement activities. Such activities 90 credits can be accumulated in a variety ways: (i) as a include observation visits to other schools, individual or result of passing one of the career evolution exams (1 st collaborative research, and participation in teacher or or 2nd degree) in the five-year timeframe; (ii) by school networks. Although these policies are included as graduating within the five-year period with a Master’s or part of Romania’s teacher professional development PhD in a specialized subject or in the field of Educational activities, most courses are lecture-based in practice. Sciences; (iii) as a result of graduating from at least a three-semester post-university professional conversion (3) Teacher professional development is not formally program in education; (iv) by graduating from a assigned based on teachers’ individual needs. Assigning Bachelor’s program in a subject different from the one professional development to teachers based on he/she is teaching; or (v) by participating in various performance evaluations is one way of potentially accredited teacher training programs (in which case the improving instructional practice. Teacher professional 90 credits correspond to 360 training hours) (Ministerial development can be targeted to meet the needs of Order No. 5561/2011-Methodology for Teachers specific teachers. However, in Romania, professional Continuous Professional Development). Those who development programs are not customized based on the accumulate the designated credits can apply for a individual needs of teachers. In some cases, a principal or school inspectorate posting. professional development needs analysis is done at the school level. The results are sent to the subnational These training programs are accredited by a Specialized authorities, who then organize courses according to the Accreditation Commission within MoNE based on a school’s needs. However, the bulk of teacher methodology covering training needs analysis, program professional development programs do not take these curriculum and methods, evaluation procedures, etc. analyses into account, nor do they assess student However, regular monitoring and evaluation of the achievement and observations made during inspection implementation of all training programs is not in place visits. given human and financial resources constraints. Also, no data are available regarding the percentage of teachers Figure 8. Formally recognized types of professional who accomplish the necessary 90-credit requirement of development professional development. Singapore Romania Bulgaria Georgia Serbia If teachers do not accumulate these credits within the five-year period, there are no repercussions. Part of the reason teachers do not fulfill the 90-credit minimum is because they are responsible for covering some of their Observation visits    professional development fees. Even though this is not officially stipulated, the funds allocated for professional Teacher networks    development are insufficient to cover the 90-credit minimum. On average, a 30-credit course (120 hours) School networks     costs between RON 250 and 400 (approximately €80), but this varies depending on the specific training Research    SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 15 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 however, if they do not pass, they can retake the exam Mentoring/coaching     for up to five years. If they do not pass within this Source: SABER–Teachers data. timeframe, they are no longer eligible for a full-time position but can continue to teach as a substitute indefinitely. Goal 8: Motivating teachers to perform Emerging (2) Mechanisms to hold teachers accountable could be strengthened. Requiring teachers to meet high Adequate mechanisms to motivate teachers are a way professional criteria to comply with national quality for school systems to signal their seriousness in achieving standards in the teaching profession can facilitate education goals, to make the teaching career attractive instructional improvement. In Romania, teachers must to competent individuals, and to reward good undergo a performance evaluation to remain in the performance while ensuring accountability. teaching profession; however, this exercise is limited to filling out an administrative form and does not include SABER–Teachers considers three policy levers that professional feedback. Official mechanisms exist to school systems can use to reach this goal: (1) linking address cases of misconduct and child abuse; however, career opportunities to teacher performance; (2) teachers are not dismissed for poor performance or establishing mechanisms to hold teachers accountable; absenteeism (if teachers are consistently absent, their and (3) tying teacher compensation to performance. pay is reduced but they are not dismissed). (1) In Romania, career opportunities are somewhat (3) For high-performing teachers, monetary bonuses linked to performance. Although teacher evaluations are are linked to performance but compensation is not. in place, limited opportunities exist for promotion. In Monetary rewards can be effective tools for improving fact, if a teacher is rated “very well” on a performance teacher performance, assuming that a valid and well- evaluation, she/he is only eligible to apply for a principal accepted system of performance evaluation is in place. or inspectorate position. Worse yet, teachers who work In Romania, performance reviews carry merit bonuses, with the lowest-performing students are rarely but not salary implications, and are either conducted by recognized for their achievements and are rarely given the school or an external evaluation agency (county promotion opportunities. In the United States, for school inspectorates). High-performing teachers are example, teachers’ professional paths may expand into eligible for a merit bonus of 25 percent of their base other positions besides those of assistant principal or salary, though only a limited number of teachers receive principal if they perform well; in these cases, they are this award.9 eligible for a Master Teacher, Instructional Specialist, or a coaching position.8 Across different settings, on-the-job performance is not considered to grant an open-ended appointment. After the one-year mandatory probationary period, Romanian teachers are eligible to take the definitivat degree exam. If they pass they are granted a full-time appointment; 8 planning, and facilitating skill-building sessions. A coach provides A Master Teacher helps create a professional community of support and growth, shares best practices, provides coaching to new teachers, evidence-based guidance to help fellow teachers improve in certain opens his/her classroom for observations, and advises school or areas. 9 Only 16 percent of the total number of teaching and managerial district leaders. An Instructional Specialist is a literacy or math specialist that supports other teachers at his/her school by modeling positions existing at a county level (2011 Education Law No. 1, Article great instruction, providing coaching, helping with instructional 264). SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 16 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 Policy and Implementation Options Goal 2: Attracting the best into teaching This SABER country report offers a snapshot of Romania’s Although some stringent entry requirements are in key teacher policies and how they compare with those of place, the teaching profession is not attractive to the top global performers in education. This section suggests most qualified candidates. Secondary school teachers some policy recommendations to further improve must teach for a year, pass a written exam, and complete Romania’s teacher policy framework. an on-the-job assessment to become professionally licensed (profesor cu drept de practica). This is also true Goal 1: Setting clear expectations for teachers for primary teachers, though some of them are still accepted into the teaching profession with only a In Romania, clear expectations exist for what students pedagogical high school degree. This requirement was should learn and what teachers are expected to do. lowered because teachers were unable to meet the Moreover, teachers’ official duties include nonteaching Bachelor’s requirement and, consequently, schools had tasks related to instructional improvement. Although the a difficult time filling posts. Moreover, teacher pay is law offers these additional opportunities for teachers, it extremely low in terms of GDP per capita, high- is often the case that because they are general and performing teachers do not get compensated for good decided by the management team at school level, these performance, and teachers’ salaries increase only slightly practices are not exercised on the ground by all teachers. over the course of their career. Considering these In this sense, policy recommendations include: realities, policy recommendations include:  Revise the Students’ Evaluation Standards (2003)  Improve the recruitment, training, and to be compatible with the revised curricula for deployment of new teachers by tackling salary primary and lower secondary education. structure, addressing the prestige of the  Develop professional standards for teachers profession, and tightening the selectivity of entry based on previous initiatives. Provide clear into the teaching profession. guidance on the allocation of teachers’ working time  Reward good performers to create a system in for different tasks. For instance, although the law which individuals with the right skills and currently stipulates teachers take part in mentoring, motivations are drawn to the profession. This professional development, collaborating on the can be done by increasing teaching salaries so school plan, and adapting the curriculum to student that they are comparable to those of other needs, it does not dictate how much of their time should be devoted to these activities. A monitoring professions with similar qualification system should be established to ensure high-quality requirements. A good example comes from teaching occurs at the school level, which motivates Poland, where salaries for primary and lower teachers to partake in nonteaching tasks that secondary teachers increased by 7.3 percent enhance student learning. Also, efforts should be between 2010–2014. Another way is to made to ensure the mentoring program takes place in strengthen the accountability system for every school. recognizing and rewarding high-performing  Study the possibility of reducing teachers’ teachers to ensure they are appropriately administrative workload so that they can compensated for their outstanding increase the amount of time they spend on performance. Finally, teachers working with low- professional development. Teachers are performing students should be properly currently expected to stand in for absent compensated for making progress on these teachers, participate in administrative/ students’ academic and socioemotional needs. management tasks, and internally evaluate  Disseminate information to boost the prestige of school activities. This translates into a reality in the teaching career and improve the morale of which teachers are overwhelmed and spend the current workforce. Garnering the interest of their working hours for lesson planning, prospective candidates is largely dependent on completing administrative paperwork, grading the information at their disposal and expected student work, participating in extra class returns to their career. A national activities with students, and attending communication strategy, such as a high-profile school/parent meetings. teaching award (e.g., Varkey Foundation’s Global Teacher Prize or a teaching channel), could be SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 17 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 launched to communicate the success of high- Singapore, for example, the TE21Model performing teachers to the wider public and produces “the thinking teacher” by developing motivate teachers within the system to perform strong partnerships with schools. In Finland, better. teachers’ preparation includes both courses in  Study the possibility of providing adequate subject matter knowledge and pedagogy and a housing, and improving incentives for new full year of experience in a school associated teachers so that professional responsibilities do with the university. not appear overwhelming and deter prospective  Ensure teachers are coached and practice to candidates from joining the profession. eliminate their deficiencies, as determined  Ensure all schools comply with national through school performance evaluations, standards for infrastructure, hygiene, and particularly during the student-teaching phase. sanitation.  Improve the effectiveness and performance of  Review current exams for tenure, teaching debutant teachers by introducing robust license (definitivat), and career evolution to mentoring programs. These programs should ensure relevance for testing competencies for ensure new teachers get the support they need better education outcomes for students. through engaging with high-performing and experienced teachers. Goal 3: Preparing teachers with useful  Set up an accountability system that ensures training and experience teachers take the definitivat exam and pass it within the five-year timeframe. In the event While prospective teachers receive some practical candidates are unable to pass, new regulations experience during pre-service training, it may not be should be put into place to bar them from the sufficiently effective in providing them with the skills profession (including substitute teaching). necessary to succeed. Teachers are not required to be coached during this process, which limits the skills they Goal 4: Matching teachers’ skills with ultimately acquire. To bridge these gaps, policy students’ needs recommendations include:  Restructure teacher training programs to align to Official legislation is in place to provide some incentivizes future pedagogical needs, with sessions on for teachers to work in hard-to-staff schools; however, content and subject-specific knowledge. To ambiguity exists in the definition of such schools. achieve this end, programs should prepare Moreover, the monetary benefits offered are insufficient teachers with sufficient practical preparation in to motivate teachers to work in these areas. Policy instructional practice and assessment. In this options include: sense, a gradual introduction of the Masters in  Identify ways to provide significant incentives to Didactics (already stipulated in the 2011 National teachers to work in hard-to-staff schools, such Education Law No. 1) should be considered. as higher salaries, scholarships for education,  Improve teacher preparation programs to equip promotions, and housing support. In Denmark, future teachers with methodological skills to teachers receive special allowances including improve their instruction and harness students’ free accommodation and home computers for socioemotional capacity. To develop students’ their willingness to teach in remote areas. creativity, critical thinking, communication, and  Support models such as “Teach for Romania” collaboration skills, teachers must acquire that have already demonstrated their capacity specific competencies. to address education equity and quality issues in  Shift teacher professional development toward a most-disadvantaged and hard-to-staff schools in model that prioritizes practical teaching Romania. Draw on their experience with experience in school settings. One of the main teaching, but also to promote a cultural change findings of the 2013 TALIS survey emphasizes the approach at the school level. association between teachers’ feeling of  Provide incentives to teachers to teach critical- preparedness and a formal teacher education shortage subjects like IT, music, English, and that includes a balanced mix of content, primary level subjects. pedagogy, and practical components. In SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 18 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017  Provide incentives for teachers working in instance, in the United States, organizations like challenging schools and remote areas. For Character Lab use a Character Growth Card and instance, in Shanghai, China, teachers who playbooks to guide students through different choose to work at rural schools receive priority activities and goal-setting processes to build in admission to graduate schools and their socioemotional capacity. accreditation of higher teacher ranks, one-time  Create a targeted campaign to advertise monetary stipends, and compensation. In the vacancies in hard to staff schools and provide United Kingdom, the government launched a scholarships for students enrolled in pedagogical comprehensive program for reversing teacher programs or in education-related university shortages in disadvantaged schools. The effort studies and studying subject areas with included addressing teacher pay and working shortages – -for example, IT, technology, music, conditions with a powerful recruitment English, and primary level subjects. This campaign. Within the scope of the program a scholarship would be contingent on students’ generous one-time monetary incentive was commitment to the teaching profession for a offered to students who were planning to minimum amount of years. become teachers, and salary bonuses were offered to teachers who taught critical-shortage subjects. The advertising campaign also gave Goal 5: Leading teachers with strong teachers flexible schedules and extended principals vacations and framed teaching as a profession to start the career with. The strategy proved highly Overall, training programs support the development of effective – the number of applicants for teaching principals’ leadership capacity. Furthermore, principals positions rose within a couple of years and are expected to support and hold teachers accountable shortages were practically eradicated. in multiple areas. However, limited monetary awards  Develop support systems for teachers in exist to reward principals for good performance. The addressing challenges that are unrelated to the following options could be considered: classroom. Often, teachers placed in hard-to-  Conduct a needs assessment to better staff areas must deal with the consequences of understand the specific needs and issues student absenteeism, which could be due to principals face in their work. The results of such health issues or insufficient care at home. To an assessment could be used to inform address this problem, grassroots-level professional development for principals and organizations need to be identified that can develop specialized standards for principals. provide support to students and families in  Study the possibility of providing principals with alleviating these issues. By building partnerships an obligatory coaching program, instructional with these organizations at the school level, leadership training, and ongoing professional teachers get additional support in such schools development. For instance, principals in and do not have to deal with issues unrelated to Shanghai, China, participate in various kinds of the classroom during instructional time. This leadership programs based on their years of may lead to improvement in working conditions service. A one-year training program focuses on and development of a support system for hard- six key topics: school planning, internal to-staff schools. management, school culture, instructional  Train teachers in developing students’ development, teacher growth, and adjustment socioemotional skills. In hard-to-staff schools, to the external environment. The program takes students are faced with additional challenges place once a week and includes group lectures, that diminish the effectiveness of conventional individual research projects, field visits, and teaching practices. To address this, teachers mentoring by experienced principals to new need to be sensitive to the socioemotional principals. needs of students and help them develop the  Ensure student achievement and teacher skills required to succeed in the future – trust, performance are factored into school self-esteem, communication, curiosity, grit, performance reviews and individual promotion gratitude, growth mindset, self-control, etc. For criteria, and that such factors carry significant SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 19 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 weight in the evaluation process. Provide school management to provide coaching to teachers. principals with rewards, such as monetary Support for requisite coaching skills can come bonuses, based on school performance review to from training and by providing classroom improve student achievement. observation tools that can be used consistently  Train school principals in effective practices for across schools. Moreover, coaching time should monitoring teaching and learning and ensure be incorporated in teachers’ work plans as a they provide regular and consistent feedback specific regular activity and it should be ensured and mentorship to teachers. that the number of teachers assigned to a coach does not exceed an unreasonable amount Goal 6: Monitoring teaching and learning (which may require an analysis of coaches’ workload at the county level). Teachers have the option of attending trainings on student assessment, though this is not officially Goal 7: Supporting teachers to improve mandated. Additionally, systems are in place to assess instruction student learning and these results are publicly available; however, no formal structure translates these results Teachers are expected to meet professional into improved quality of education. External teacher development requirements over a period of five years; evaluations are conducted by inspectors, but these have however, these are not assigned based on perceived no fixed frequency. Moreover, although according to needs and no repercussions arise for not meeting them. legislation the main role of inspectors is to coach Moreover, in practice, teachers often finance their teachers, this is hardly achieved as inspectors more often professional development through personal means. have to perform a lot of administrative work. The Policy recommendations for this area include: following policy options are suggested to address gaps in  Based on a needs assessment at the school level monitoring teaching and learning: and on student results, implement in-service  Ensure that student achievement data collected teacher training systems at the county level with are comparable year-on-year, so that it becomes a wide selection of content and methods possible to evaluate teacher and school (coaching; working in networks; groups to performance over time. analyze practices; class observations and visits;  Ensure compulsory teacher training programs on critical analysis of work sequences; use of student assessment. tutorials, etc.). Moreover, assign professional  Ensure teacher evaluations accurately capture development based on perceived needs at the teaching quality and that they are tied to teacher level, and prioritize the teachers whose learning outcomes and student achievement. needs are identified during evaluations. This could mean using multiple mechanisms to  Analyze the possibility to provide strong evaluate teachers, including classroom incentives for primary and secondary school observations, student and parent feedback teachers to participate in continuous surveys, inspectors’ evaluations, and student professional development activities, such as results as measured by exams and national collaborating on common challenges, analyzing standardized assessments. practices, and pooling resources and skills.  Strengthen the capacities of local school  Include subject-specific and content knowledge inspectorates to analyze the results of large- components aligned with student learning scale national and international assessments. standards and school curriculum as part of Moreover, recommend and monitor the teacher professional development. implementation of policies at the school level so  Monitor the supply of and demand for that teachers use the data to drive instruction. professional development activities at the Training workshops for inspectors should clarify county level to inform future policy directions what each item on the assessment measures, and make necessary adjustments. For example, and how to analyze the results at a school, carry out regular and local assessments of the county, and national level. professional development impact on student  Provide support to inspectors both in terms of achievement, adjust content and methods the requisite coaching skills and workload accordingly, and monitor the impact of training SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 20 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 activities at the county level. Moreover, ensure feedback on their performance earlier in the the associated financial and human resources at year, so that necessary supports can be MoNE monitor and evaluate training activities in introduced to facilitate improvement in the relation to the 90-credit requirement. remaining part of the year. Moreover,  Introduce coaching and ensure coaches’ training performance reviews should carry salary goes beyond simply verifying teachers’ implications. The Washington D.C. public school compliance with administrative instructions. system introduced a teacher evaluation system, Improve professional development programs for IMPACT, that awards annual bonuses up to teaching to support new teachers entering the US$25,000 to high-performing teachers. profession. Classroom observations, if Research conducted on the effectiveness of implemented as a one-on-one coaching IMPACT finds that it resulted in improved experience, are beneficial for new teachers. The student achievement. coaching process should support teachers in  Clearly outline teacher performance improving instructional quality, where they can expectations as well as relevant indicators to also see the benefit of it in improved academic measure. These expectations should be performance of their students. Skills covered in contextualized at the county level when training these coaching exercises could include lesson is provided by coaches. planning, asking questions to check for  Set up a fair system of monetary bonuses to understanding, setting systems and routines, incentivize teachers to improve their creating a supportive classroom environment, performance (i.e., bonuses are tied to measures and building socioemotional skills in students. that capture effective teaching and are significant enough to act as an incentive). Goal 8: Motivating teachers to perform  Ensure that teachers are recognized and rewarded for investing time and effort into According to the 2011 National Education Law No. 1, activities related to instructional improvement promotion opportunities are linked to performance and by making it a prominent part of the teacher top-performing teachers receive a merit bonus; standards and performance appraisals. For however, teachers that work with low-performing instance, if teachers accumulate professional students are rarely recognized. Mechanisms to hold development credits, this should be teachers accountable could be strengthened, as teacher acknowledged in performance evaluation. compensation is not linked to performance. Policy  Develop a culture of achievement at the school options may include: level by recognizing teachers who put in  Improve mechanisms for holding teachers additional effort and encouraging their peers to accountable. Reward high-performing teachers observe their classes. Disseminating teacher with desirable financial bonuses or nonmonetary awards at the school level could initiate this incentives, such as teaching awards or bonuses culture. based on student achievement, as well as symbolic forms of recognition. Recognize teachers placed in hard-to-staff areas through fast-track promotion options. Performance of such teachers should be compared with teachers placed in similar schools for comparability purposes.  Perform annual performance reviews of teachers’ activities that use a wider variety of instruments and methods (for example, an end- of-year evaluation meeting with each teacher, etc.) to ensure objectivity and enhance effectiveness. Subsequently, performance reviews should be conducted two to three times per year. This would provide teachers with SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 21 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 Report.” Publications Office of the European Acknowledgments Union, Luxembourg. This report was prepared by Tracy Wilichowski (WBG ––––. 2016. “Teachers' and School Heads' Salaries and Analyst) and Hina Saleem (Consultant) in the Global Allowances in Europe – 2015/16. Eurydice Facts Knowledge and Innovation Unit, Education Global and Figures.” Publications Office of the European Practice, World Bank, with input from Anca Tirca Union, Luxembourg. (consultant), Alina Sava (Education Specialist), and ––––. 2017. “Education and Training Monitor 2017.” Mariana Moarcas (Senior Education Specialist) in the Publications Office of the European Union, Romania Country Office, Education Global Practice, Luxembourg. World Bank. It features country data collected by Anca Tirca, using the SABER–Teachers tool. This report was Hanushek, E.A., and S.G. Rivkin. 2010. “Generalizations prepared in consultation with the Ministry of National about Using Value-added Measures of Teacher Education and World Bank education team based in Quality.” American Economic Review 100(2): Romania. The SABER team is especially grateful for the 267–71. guidance, revisions, and assistance provided by Cristian Hanushek, E., and L. Woessmann. 2007. “Education Aedo (Practice Manager), Nino Kutateladze (Senior Quality and Economic Growth.” World Bank, Education Specialist), and Simon Thacker (Education Washington, DC. Specialist). Ingersoll, R. 2007. “A Comparative Study of Teacher Preparation and Qualifications in Six Nations.” References Consortium for Policy Researching Education, Barber, M., and M. Mourshed. 2007.“How the World's Philadelphia, PA. Best-Performing School Systems Come Out on Levin, B. 2008. How to Change 5000 Schools. Harvard Top.” McKinsey & Co., London, UK. Education Press: Cambridge, MA. Campante, F., and E.L. Glaeser. 2009. “Yet Another Tale Nye, B., S. Konstantopoulos, and L.V. Hedges. 2004. "How of Two Cities: Buenos Aires and Chicago.” NBER Large Are Teacher Effects?" Educational Working Paper 15104, National Bureau of Evaluation and Policy Analysis 26(3):237-257. Economic Research, Cambridge, MA. 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Methodology for the mobility of teaching staff Romanian Higher Education Quality Assurance Agency 2017-2018 (ARACIS). 2017. “Report on Supply and Demand 21. Ministerial Order No.5745-2012 Methodology of of PhD Study Programs 2017/18” ARACIS, organizing pedagogical training programs for București. certifying teacher competences 22. Standards ARACIS –Commission 5-education Official Documents sciences 1. Education Law No.1, 2011-RO 23. Curriculum framework -initial training programs 2. Ministerial Order No. 37485 -2016 refers to for primary school teachers (University of MoNE organization and operational regulations Bucharest) SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 23 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 24. Government Resolution No.654 -2016 - lists of 47. The retirement of teachers at the beginning of domains, specializations and university the school year 2016-2017- document of ISMB programs 2016-2017 48. Ministerial Order No. 6143-2011 regarding the 25. The Budget Law No. 6 - 2017 approval of the Methodology for teachers and 26. Romanian Labor Code-63536 updated 2017 nonteaching staff yearly appraisal-RO 27. Government Resolution No.136-2016 refers to 49. Ministerial Order No. 6161-2016 regarding the the approval of methodological norms to Merit Award methodology for pre-university establish standard costs per capita student teachers-RO 28. Government Resolution - approval of 50. Template of the evaluation sheet for teaching methodological norms to establish standard staff -2016-2017-County School Inspectorate costs for 2017 51. Template of the self-evaluation and evaluation 29. Methodology for the mobility of teaching staff- sheet to decide on the yearly teachers’ appraisal 2017-2018 - 2016-2017 30. Methodology to organize and run the exam for 52. Ministerial Order No. 5547-2011 regarding obtaining the Definitive Degree in teaching 2017 school inspection regulations 31. Ministry of Health Order 1995 refers to hygiene 53. Methodology for external evaluation of quality in standards for schools schools 32. Government Resolution No. 21-2007 for 54. Accreditation and evaluation standards for pre- standards approval university schools - annex to Government 33. Regulations for the organization and functioning Decree No. 2110.01.2007 of schools in pre-university level (ROFUIP)-RO 55. Law of Social Dialogue No. 62-2011 34. Methodological norms refer to teachers’ annual 56. The Collective Labor Contract in Pre-university leave Education 2014 35. Ministerial Order No.4476-2016_professional 57. Ministerial Order No. 5080-2016 - the standard for continuous professional Methodology for the Contest to Become a development School Principal 36. Ministerial Order No. 5561-2011-Methodology 58. Template of the evaluation sheet for a school for teachers’ continuous professional principal development 59. Ministerial Order No. 5547- 2011 -School 37. Ministerial Order No.5564-2011-Methodology Inspection Regulations for the accreditation and evaluation of the 60. Government Ordinance No.92-2012 training providers and of their programs 38. Ministerial Order No.5387-30sept 2016-changes of the accreditation methodology 39. Ministerial Order No. 3149 refers to equity of transferrable professional credits 40. Regulations for the organization and functioning of Specialized Accreditation Commission 41. National Register of accredited professional development programs 42. Payment-Salaries Law 43. Government Resolution No. 38 - 2017 - the salary schedule 44. Government Emergency Ordinance No.57-2015 45. Government Resolution No.500-2011 46. The law regarding the unitary system of public pensions No. 263 -16.12.2010 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 24 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 Annex 1. SABER–Teachers Ratings This four-tiered rating system represents a continuum, The SABER–Teachers team identified policy levers ranging from systems with more comprehensive, (actions that governments can take) and indicators developed policies oriented toward learning, to systems (measurements of the extent to which governments are with no policies at all (or, in some cases, policies that are making effective use of these policy levers) for each of detrimental from the perspective of encouraging the eight policy goals referenced in this country report. learning). SABER–Teacher ratings can be defined in the For example, for Teacher Policy Goal 1–Setting Clear following manner: Expectations for Teachers, the SABER–Teachers team identified the following policy levers and indicators:  Advanced >3.25 — Systems are rated “advanced” toward a particular policy goal when Table A.1. Setting clear expectations for teachers they have multiple policies conducive to learning in place under each of the policy levers used to define a policy goal.  Established 2.5-3.25 — “Established” systems have at least one policy or law in place that uses those policy levers.  Emerging 2-2.5 — “Emerging” systems may have some appropriate policies in place under the policy goal. For each goal in the country report, the team defines the  Latent <2 — “Latent” systems have none or few goal in the first paragraph of the country report, and appropriate policies in place under the policy identifies the levers in the second paragraph. The goal. remaining paragraphs provide details about the indicators that measure each of the levers. Please reference the background paper by Vegas et al. Using the policy levers and indicators, SABER–Teachers (2012), “What Matters Most for Teacher Policies? A classifies education systems’ performance on each of the Framework for Building a More Effective Teaching eight teacher policy goals, using a four-category scale Profession,” for more details about these definitions and (latent, emerging, established, and advanced). The a detailed review of policy levers and indicators used by ratings describe the extent to which a given education SABER–Teachers. system has in place teacher policies that are known to be related to improved student outcomes. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 25 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 Annex 2. SABER–Teachers Scores Policy Goals Policy Levers Setting clear 3.0 Established Are there clear expectations for teachers? 3.33 Advanced expectations for 3.7 Advanced Is there useful guidance for teachers’ working time? teachers Are entry requirements set up to attract talented 3.0 Established candidates? Attracting the best 1.3 Latent Is teacher pay appealing for talented candidates? 2.63 Established into teaching Are working conditions appealing for talented 2.7 Established applicants? 3.5 Advanced Are there attractive career opportunities? Preparing teachers Are there minimum standards for pre-service 2.0 Latent with useful teaching education programs? 2.50 Emerging training and To what extent are teacher-entrants required to be 3.0 Established experience familiar with classroom practice? Matching Are there incentives for teachers to work at hard-to- 3.5 Advanced teachers’ skills staff schools? 2.25 Emerging with students’ Are there incentives for teachers to teach critical 1.0 Latent needs shortage subjects? Does the education system invest in developing Leading teachers 2.5 Emerging qualified school leaders? 2.75 Established with strong Are principals expected to support and improve principals 3.0 Established instructional practice? Are there systems in place to assess student learning 2.8 Established in order to inform teaching and policy? Monitoring Are there systems in place to monitor teacher 3.16 Established teaching and 3.0 Established performance? learning Are there multiple mechanisms to evaluate teacher 3.7 Advanced performance? Are there opportunities for professional 2.3 Emerging Supporting development? teachers to Is teacher professional development collaborative 2.11 Emerging 3.0 Established improve and focused on instructional improvement? instruction Is teacher professional development assigned based 1.0 Latent on perceived needs? 2.5 Emerging Are career opportunities linked to performance? Motivating Are there mechanisms to hold teachers 2.33 Emerging teachers to 2.5 Emerging accountable? perform 2.0 Latent Is high performance rewarded? SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 26 ROMANIA | TEACHERS SABER COUNTRY REPORT |2017 www.worldbank.org/education/saber The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems. SABER evaluates the quality of education policies against evidence-based global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results—from administrators, teachers, and parents to policy makers and business people—an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuring that all children and youth learn. This report focuses specifically on policies in the area of teacher policies. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. THE WORLD BANK SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 27