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Educating the next generation : improving teacher quality in Cambodia (Inglês)

This book diagnoses Cambodian teaching quality and presents policy options for reform. Through classroom observation, assessments of mathematics and pedagogical content knowledge, and surveys of teachers and school directors, it sheds light on content and instruction, interactions with school directors, instructional support systems, and the implementation of teacher standards. The book investigates the competencies and skills of those attracted to teaching; it assesses the extent to which preservice education in Cambodia is delivering graduates with high content mastery and exposure to a student-centered learning environment; and it examines how teacher performance has been impacted by national incentives, an evaluation system that is disconnected from classroom realities, and the extent to which opportunities to learn and share best-practice lessons with peers exists. Out of the diagnosis follow three policy pillars to reform how teachers are trained, maintained, and motivated. First, the government must make teaching a much more attractive profession. Second, it must improve how teachers are prepared. And third, it must encourage stronger classroom performance. The book contains detailed recommendations under each policy pillar and provides the platform for Cambodia to undertake its next generation of educational reform.

Detalhes

  • Autor

    Fukao,Tsuyoshi, Tandon,Prateek

  • Data do documento

    2014/12/01

  • TIpo de documento

    Publicação

  • No. do relatório

    93439

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Camboja,

  • Região

    Leste Asiático e Pacífico,

  • Data de divulgação

    2014/12/26

  • Disclosure Status

    Disclosed

  • Nome do documento

    Educating the next generation : improving teacher quality in Cambodia

  • Palavras-chave

    Teachers;access to high-quality basic education;provincial office of education;human resource management information system;improving teacher quality;national institute of statistic;information and communication technology;Royal Government of Cambodia;average rate of return;quality of teacher preparation;blinder decomposition methodology;teacher policy;labor force survey;pedagogical content knowledge;average education level;student learn outcome;net secondary enrollment;net primary enrollment;challenge of education;human capital endowment;primary school teacher;item response theory;Early childhood education;effective teacher education;knowledge and innovation;public education spending;Public Financial Management;labor market structure;Civil Service Reform;lack of transparency;recurrent government expenditure;primary education spending;expansion of access;recurrent education expenditure;privileges and immunity;economics of education;stock of teacher;teacher service;length of stay;public school teacher;secondary education teacher;visits to classroom;Access to Education;lack of opportunity;return to investment;equal educational opportunity;teacher standard;

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