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CIES 2017 / Teacher careers structures - Mapping exercise

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Insights from a mapping exercise conducted in eight countries to collect descriptions of teacher career structures and related implementation challenges. The findings from the mapping exercise highlight key aspects that policy makers need to consider before embarking on teacher career reforms. The results suggest that some ‘pre-requisites of the reform’ are essential for its success no matter which career structure is chosen.
By Barbara Tournier, IIEP-UNESCO.

More information on http://www.iiep.unesco.org/en/how-can-teacher-careers-be-reformed-cies2017-3899

Published in: Government & Nonprofit
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CIES 2017 / Teacher careers structures - Mapping exercise

  1. 1. RESULTS OF THE MAPPING EXERCISE Barbara Tournier (b.tournier@iiep.unesco.org)
  2. 2.  Lithuania  Scotland  Thailand  Ethiopia  South Africa  Mexico  Peru  Colombia Selected Countries
  3. 3. 1) What design options have countries opted for in the design of teachers’ careers? 2) What challenges have been encountered while implementing teacher career reforms? Can certain design choices be associated with specific difficulties? 3) To what extent can different teacher career models contribute to teacher motivation, satisfaction, attraction, and retention? Key Questions
  4. 4. Rich diversity in possible combinations of design options A number of pre-requisites need to be considered before introducing teacher career reforms Specific considerations in the design of career structures Insights from the mapping exercise
  5. 5. Country Career models currently in use Single salary schedule Salary progression based on appraisal Career ladder Bonus pay Colombia    Ethiopia  Lithuania   Mexico    Peru    Scotland   South Africa    Thailand   Rich diversity in possible combinations of design options
  6. 6. Need Clarity Capacity for change Teacher buy-in Momentum Teacher career reforms are technically complex and resource-intensive: a number of pre-requisites need to be considered
  7. 7. Salary progression based on appraisal Career ladder Inadequate difficulty of standards that teachers are appraised against Inadequate minimum duration of stay in each position/salary grade Complex process of moving teachers from an old to a new salary spine/career ladder Inadequate number of different positions Unclear definition of responsibilities in each of the positions Specific considerations for design
  8. 8. a promising policy … requiring careful design & implementation Need to hear from teachers themselves Teacher career reform

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