9 Nov 2011 @ 06:17, by Erle Frayne Argonza
For those who are in pedagogy and capacity-building, here is a recently released manual on improving teachers’ and educational quality. Released by the UNESCO, the manual is titled: Teachers and Educational Quality: Monitoring Global Needs for 2015.
IMPROVING TEACHER DEVELOPMENT: INTERNATIONAL MANUAL
Erle Frayne D. Argonza
Gracious day from the Philippines!
For those who are in pedagogy and capacity-building, here is a recently released manual on improving teachers’ and educational quality. Released by the UNESCO, the manual is titled: Teachers and Educational Quality: Monitoring Global Needs for 2015.
This well researched material, which took 25 countries as country cases to accomplish, could just be the one we need to search for fresh ideas on how to address the problem of declining quality of education world-wide. Declining teachers’ quality redounds to declining instructional quality, thus resulting to low aptitude levels as measured by math, sciences and language abilities.
Below is an apt briefer about the said manual coming from the UNESCO site.
[Philippines, 07 November 2011]
Source: [link]
Teachers and Educational Quality: Monitoring Global Needs for 2015
Albert Motivans, Thomas Smith and Michael Bruneforth
UNESCO Reference Works series
Ce titre est disponible.
25,00 € €
Livre, 216 pages, 48 figures, 9 tables, 21 boxes
Format: 28 × 21,5 cm
2006, 978-92-9189-033-0
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Teachers and Educational Quality: Monitoring Global Needs for 2015 provides global and regional assessments on the state of teachers and education quality. By highlighting trends in the numbers and quality of teachers, especially in developing countries, it explores the policy implications that come into play when attempts are made to bridge any gaps between the two. It also compares the strengths and shortcomings of recruitment and deployment policies, as well as looking at working conditions around the world.
Data on less-developed countries, in particular, are presented from a wide range of sources. These include administrative data, student assessment studies and special data collection on primary and secondary teachers in 25 countries. Aiming to inform policy-making, the report employs international benchmarks for monitoring change.
This publication also features a unique methodology for simulating teacher demand by 2015. It not merely projects demand, but defines fixed targets described in terms of indicators, also applying a model to quantify the minimum required to reach stated goals.
Also available in the UNESCO Reference Works series
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