Review of national policies on learning and teaching

2014/ED/EFA/MRT/PI/16 Background paper prepared for the Education for All Global Monitoring Report 2013/4 Teaching and learning: Achieving quality for all Review of national policies on Frances Hunt 2013 This paper was commissioned by the Education for All Global Monitoring Report as background information to assist in drafting the 2013/4 report. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the EFA Global Monitoring Report or to UNESCO. The papers can be cited with the following reference: Paper commissioned for the EFA Global Monitoring Report 2013/4, Teaching and learning: Achieving quality for all For further information, please contact efareport@unesco.org

Review of national policies on Frances Hunt 2013 Abstract This report provides an overview of how national education. It responds to a set of specific questions which focus on strategies to improve learning, links between teacher quality and learning outcomes and how policy seeks to overcome the most. It also focuses on how policy addresses mechanisms to support, motivate and monitor teachers. Data was collated from the national education plans of forty countries and in-depth case study reviews carried out on policy from Cambodia, South Africa, Timor Leste and Bangladesh. The report includes a summary of key lessons and observations related to the inclusion of and learning in education policy and a range of strategies that can both directly and indirectly support and learning. The report has been written as a background paper to support UNESCO s Global Monitoring Report 2013 which has Learning and Teaching for Development as its theme. Contents 1 Introduction... 4 2 Mapping of across national education policies... 4 2.1 Focus on learning in education policy... 5 2.2 Strategies to... 6 2.3 Strategies to overcome groups... 7 2.4 Linking teacher quality to learning outcomes... 11 2.5 Teacher deployment to areas... 13 2.6 Teacher... 15 2.7 Teachers learning... 16 2.8 Verifiable teacher quality... 18 2.9 Monitoring and evaluating of teacher... 19 2.10 Budgets reforms... 21 3 In-depth country reviews... 23 3.1 Bangladesh: PEDPIII... 23 3.2 South Africa: Action Plan to 2014 Towards the realization of schooling 2025... 27 3.3 Timor Leste: National Education Strategic Plan 2011-2030... 32 3.4 Cambodia: Education Strategic Plan 2009-2013... 37 4 Discussion and Conclusion... 43 5 Annexes... 46 5.1 Annex One: Terms of Reference... 46 5.2 Annex Two: Country Analysis Table... 49 5.3 Afghanistan... 49 5.4 Bangladesh... 49 5.5 Belize... 51 1

5.6 Bhutan... 54 5.7 Cambodia... 54 5.8 Ecuador... 56 5.9 Egypt... 57 5.10 Ethiopia... 58 5.11 Gambia... 59 5.12 Ghana... 60 5.13 Guinea Bissau... 61 5.14 Guyana... 63 5.15 India... 64 5.16 Indonesia... 65 5.17 Jamaica... 66 5.18 Kenya... 67 5.19 Lao... 69 5.20 Lebanon... 70 5.21 Lesotho... 71 5.22 Liberia... 72 5.23 Malawi... 73 5.24 Mauritius... 75 5.25 Mozambique... 76 5.26 Namibia... 78 5.27 Nepal... 79 5.28 Nigeria... 80 5.29 Palestine... 83 5.30 Papua New Guinea... 84 5.31 Rwanda... 86 5.32 Sierra Leone... 88 5.33 South Africa... 89 5.34 Sri Lanka... 91 5.35 Sudan... 93 5.36 Swaziland... 94 5.37 Tanzania... 96 5.38 Timor Leste... 97 5.39 Uganda... 99 5.40 United Arab Emirates... 100 5.41 Zambia... 101 5.42 Zimbabwe... 102 6 Annex Three: References... 104 2

Figures Figure 1: The focus on learning in education policy... 5 Figure 2: Strategies to overcome groups... 8 Figure 3: Strategies linking teacher quality to learning outcomes... 11 Figure 4: Detail about teacher deployment to areas... 14 Figure 5: Accountability in the education policy... 16 Figure 6: Mechanisms for teacher accountability... 17 Figure 7: Verifiable indicators relating to learning outcomes and teacher quality... 18 Figure 8: Breakdown of costings for and learning reforms... 22 Tables Table 1: Budget breakdown costs related to and learning in PEDPIII (US$)... 26 Table 2: Timor Leste Projected total education budget expansion 2011-30 ($)... 35 Table 3: Timor Leste Further breakdown of budget detail ($)... 35 Table 4: Total MOEYS funding Cambodia (Riels Millions)... 40 Table 5: Total capital budget Cambodia (Riels millions)... 41 Table 6: Total recurrent and capital MOEYS funding (Riels Millions)... 41 Table 7: Breakdowns of Financing Plan (Riels Millions)... 41 3

1 Introduction Teacher and quality are crucial in supporting children s learning in schools and evidence shows that policies for better learning place teachers at their core (UNESCO-GMR Team 2004:3). This report provides an overview of how national education and learning. It looks at how learning outcomes, how they link to learning outcomes and how they provide support to and learning. This is important because research shows major gaps in learner achievement (UNESCO Institute of Statistics 2012), as well as teacher education and motivation in many countries (Leu and Price-Rom 2006, Bennell and Akyeampong 2007, Guerrero, Leon et al. 2012). Also, researchers such as Kim and Rouse (2011: 425) critique the Education for All agenda which has shaped education policy in many countries, for its under-consideration of teachers. This report looks at whether this remains the case. The report has been written as a background paper to support UNESCO s Global Monitoring Report 2013, which has Learning and Teaching for Development as its theme. The report s specific objectives are twofold: Objective One: provides a mapping of national education policies on across forty countries in the Arab States, Latin America, the Caribbean, sub-saharan Africa, and South, South East and West Asia. There is a strong focus on how national reforms to, in particular to reach groups. In addition, particular attention is paid to teacher reforms to and improve teacher morale (see: 5.2). Objective Two: provides an in-depth analysis of national education policies in Cambodia, South Africa, Timor Leste and Bangladesh, illuminating further the issues raised in Objective One (see: 3). Both objectives respond to a specific set of questions highlighted in 5.1 (terms of reference). These concentrate on strategies to, links between teacher quality and how policy seeks to overcome the most. Additionally, the report focuses on how policy addresses mechanisms to support, motivate and monitor teachers, and includes sections on teacher governance, accountability, incentivisation and recruitment / deployment. Data has been collated from the National Education Plans of forty countries. Policies were sampled on language (written in English), age (more recent documents were preferred) and location (Arab States, Latin America, the Caribbean, sub-saharan Africa, and South, South East and West Asia). The policy documents were scanned for content and key word searched for a range of information. Time didn t allow a full reading of every document making gaps in evidence possible, but overall patterns should remain. The paper is not a literature review as such and does not engage with many of the key academic debates in the and learning field. The paper is divided into two analysis sections (see: 2 and 3) which respond to the two objectives. Analysis of data is both qualitative and quantitative, with examples of practice given. The concluding chapter draws together findings and provides lessons / observations on strategies to address learning outcomes in policy. 2 Mapping of across national education policies This section responds to Objective One: to provide an overview of in national education policies. More detailed country-level can be found in tabular form in 5.2. The following text responds to the questions found in 5.1. 4

2.1 Focus on learning in education policy Education policy documents differ in their focus. Around a third of the 40 documents under review include learning as a major focus (see: Figure 1). This is particularly the case in South Africa, Tanzania and Bangladesh, where the focus on learning is fundamental. In South Africa there are 13 output goals, of which nine relate to learning outcomes at different stages of the system (grades, 3, 6, 9 and 12) (Department of Basic Education South Africa 2010); In Tanzania the aim is for an integrated and outcomes-oriented education system (viii) with an immediate priority to establish delivery strategies and actions that emphasize the achievement, improvement and evaluation of learning outcomes and outputs (United Republic of Tanzania 2008:9); In Bangladesh learning outcomes are one of the six results areas (Directorate of Primary Education Bangladesh 2011). Figure 1: The focus on learning in education policy 70% 60% 50% 50% 58% 40% 30% 33% 25% 28% 20% 10% 8% 0% Figure 1 also shows that education policies are more likely to have access to education or the quality of education as their primary focus. While there are obvious links 5

between increasing access, quality and better learning outcomes 1, in almost 30% of policy documents an explicit reference to learning outcomes is not made. 2.2 Strategies to Policies to are not always distinct from those to improve quality of education. Most education policy documents include strategies which would enhance both quality and learning, such as, curriculum development, teacher education, reducing teacher: student ratios, classroom conditions and increasing access to relevant resources. Strategies which are particularly geared towards or make the direct link within the text to learning include: Type of school Prioritising development of certain types of schools that are seen to produce better academic results e.g. Kendriya Vidyalayas 2 in India and 1AB 3 schools in Sri Lanka (Ministry of Education Sri Lanka 2006, Planning Commission Government of India 2008); Age / stage of learning Early childhood development (ECD) / pre-primary education with the benefits of early childhood education on future learning highlighted (Ministry of Education Science and Technology Kenya 2005, Ministry of Education and Sports Uganda 2010, Ministry of Education Timor Leste 2011); Providing merit-based incentives for students annually at secondary level (Ministry of Education Youth and Sport Cambodia 2010:27); Whole school approaches Child-friendly schools (Ministry of Education Rwanda 2010); School-feeding programmes (most countries); What is taught Teaching life skills (Ministry of Education and Training Lesotho 2005); Focus on Maths and Science (Ministry of Education and Training Lesotho 2005, Ministry of Education Sports and Culture Zimbabwe 2005, Ministry of National Education Indonesia 2005, Department of Basic Education South Africa 2010); Learning outcomes to be more clearly linked to employment (Ministry of Education Lao 2009); Approaches to Remedial programmes for pupils who haven t reached appropriate standards (Ministry of Education Guyana 2008:36, Ministry of Education Culture and Human Resources Mauritius 2009); Interactive radio instruction (IRI) to teach Maths in early years promoted as a means to improve attainment (Ministry of Education Guyana 2008:36); Language of instruction home language in first two years (Ministry of Education Culture and Human Resources Mauritius 2009, Ministry of Education and Sports Uganda 2010); Focus on teachers School leaders combat teacher absenteeism (Department of Education Papua New Guinea 2009); Use school-based mentors to support teacher training initiatives (Ministry of Education Rwanda 2010); 1 Increasing access should for those children not previously in school, but if not resourced properly, could inhibit learning for those already with access. Improving quality indicators e.g. teacher-student ratio, teacher qualifications, student time spent access to learning materials should lead to better learning. 2 A particular type of school originally for children of defense services personnel. 3 1AB schools have subjects up to GCE-A level in all subject streams. 6

Upgrading teachers and rewarding teacher progress (United Republic of Tanzania 2008). School and teacher management School Learning Improvement Plans - with projections of enrolments and staffing requirements and continuing professional development (CPD) for the teachers in that school (Department of Education Papua New Guinea 2009); Offer incentives (i.e. study visits to ASEAN countries) to divisional officials and head teachers of schools and divisions demonstrating highest gain in student achievement (Ministry of Education Sri Lanka 2006); Using learner achievement information Collecting data from assessment tools in order to make improvements in students performance and learning (Ministry of Education and Training Lesotho 2005, Ministry of Education Sri Lanka 2006, Ministry of Education Namibia 2007, Ministry of Education Culture and Human Resources Mauritius 2009, Ministry of Education Jamaica 2009:52, Ministry of Education and Higher Education Lebanon 2010, Ministry of General Education Sudan 2012); Developing guidelines on dissemination of student achievement results to improve self-learning (Ministry of Education Youth and Sport Cambodia 2010:23); Parents and community Involving parents in discussions on their children s learning (Department of Basic Education South Africa 2010). These strategies cover much ground, but there are a couple of points to note. Firstly, those policies with a clear learning aim do not necessarily have different or stronger strategies to than others where learning is less prioritized strategically; only South Africa has a strong role for parents / guardians in supporting learning outside of the school; and the collation of assessment results in order to is prominent. 2.3 Strategies to overcome groups In many countries getting children from groups 4 into school and learning continues to be a challenge. Children from groups are less likely to gain initial access to school and most likely to drop out once there (Hunt 2008). Retention to secondary schooling is often a particular issue and evidence suggests children with low achievement are more likely to leave school early, than those with higher achievement (Boyle, Brock et al. 2002, Hunter and May 2003). This vulnerability in education is particularly evident for poorer children or those from groups. Figure 2 provides an overview of the strategies used to overcome groups forty national education policies. These strategies include activities relating to initial and sustained access, as well as initiatives focused on learning for those children already enrolled. It is often not possible to differentiate strategies to overcome learning obstacles within schools, from those targeting initial access for groups, as the distinction is not made. While in some cases the primary focus may be on getting children into and retaining them in school, all strategies in Figure 2 offer some sort of support to overcoming groups. 4 These children might be from very poor households, orphans and vulnerable children (OVCs), children with special educational needs (SEN), children from minority ethnic groups, those living in very remote areas or urban slums, and female children within these categories. 7

Figure 2: Strategies to overcome groups 120% 100% 95% 93% 100% 80% 60% 63% 70% 78% 68% 68% 68% 40% 48% 48% 45% 35% 45% 43% 45% 20% 23% 0% Figure 2 provides a quantitative account of the strategies to overcome learning obstacles 40 education policy documents under review. Included in the graph are interventions that focus more generally on school level inputs, that often have a focus on groups and in turn their learning. For example, in many policy papers 8

construction work specifically targets areas where buildings and facilities are generally less developed (e.g. Zimbabwe, Palestine). And policy often emphasizes the importance of ECD initiatives for children from communities (e.g. Lebanon, Namibia, Kenya). Often the direct link between early intervention and continued access and learning are made, such as: Attendance in pre school education has been shown to give children substantial advantages in their later education (Ministry of Education Timor Leste 2011: 65). For those children who fail to access pre-school, Kenya and Swaziland promote a primary readiness programme (Ministry of Education Science and Technology Kenya 2005, Ministry of Education and Training Swaziland 2011). The majority of policy documents mention school feeding programmes, which can both get children into school, but also assist concentration and learning once there. In some cases school feeding programmes are universal (particularly at primary level) and in others they are targeted to specific communities. The local community often plays an important role in supporting these schemes. Interesting initiatives include: Girls being allowed to take home rations as well as eat at school in Ghana (Ministry of Education Science and Sports Ghana 2006); Policy documentation in many countries highlights the role non-state providers (NGOs, community-led providers, religious organisations) have in educational provision, often in areas that the state find difficult to reach or for children who have been unable to access or remain in the state system. These programmes tend to offer educational opportunities to children who would not access education and in many cases the state works with providers to ensure learning is worthwhile, e.g. giving financial support, training of teachers, curriculum support and development of equivalency programmes. Interesting practices include: An apprenticeship scheme in Kenya for child-head of households who would be most likely expected to support younger siblings (Ministry of Education Science and Technology Kenya 2005). There is little acknowledgement of low-cost private providers in education policy documentation. Alternative / flexible schooling is also proposed in around a third of the policy documents. This might include flexible timetabling for schools in areas where children are expected to carry out seasonal work on the land (and would otherwise withdraw) and/or provide ongoing agricultural labour at times which are incompatible with traditional school timetables. It also might include mobile schooling which can move to support the learning of children, often in pastoralist communities or urban areas. Around 20% of policy documents note the role distance education can play, particularly for secondary pupils, where in some cases schools may be a distance away or to support classroom (e.g. Guyana). The focus on teachers is often around: increasing the number of hours teachers work (often with incentives); increasing the number of teachers within the country as a whole; deploying teachers to particular parts of the country often areas; and increasing the number of female teachers and teachers with particular ethnic languages. While the focus of these initiatives might initially be on increasing access to schools, by providing teachers to in-need communities, it can help ensure this access is maintained and learning enhanced. Teachers with specific language skills can support early years learning in particular and female teachers are especially important for girls education. Some interesting practices linked to teachers include: 9

Teachers taking on additional responsibilities to target out of school children in order to get them back to school (Ministry of Education Belize 2012). Increasing voluntary retirements of more experienced teachers and those working in night schools, in order to enable increased numbers of (less well paid) teachers in primary and early years in Ecuador (Ministerio de Educacion Ecuador 2007). While there are incentives for initial teacher education programmes in Cambodia and Lao to get teachers from specific ethnic and language groups into, there don t appear to be other teacher enrichment programmes that specifically support the learning of children in communities / with special needs, apart from: Training in multigrade in Cambodia, Kenya and Papua New Guinea. Training to teachers in SEN, for example, in Belize, Egypt, Gambia, Guyana, Kenya, Lesotho, Mauritius, Mozambique, Namibia, Rwanda, Tanzania and Swaziland. Additionally only a small proportion of policy papers highlight the need for remedial of students who are falling behind. All countries include a focus on supporting the education of children with special educational needs (SEN), with such initiatives differing quite substantially between policy papers. In part this might be a result of how SEN is being defined, with policies from Rwanda and Afghanistan offering a broad conceptualization, which includes the poor and. To develop schools and support systems that reduce barriers to learning, participation for all children, with special focus on children most vulnerable to exclusion from and within the education system (Ministry of Education Afghanistan 2011: 44). Previously the education of learners with special needs focused exclusively on those with disabilities and though this view has been pervasive the current policy is to view all educationally vulnerable groups of learners such as orphans, street children, children infected with or affected by HIV/AIDS or children heading households - commonly referred to as OVCs - as learners with special needs (Ministry of Education Rwanda 2010: 18) Whilst policies in other countries (e.g. Nepal) appear to link SEN only to disabled children and their access needs into schools. For the most part countries are most keen to include children with SEN into mainstream schools, sometimes with a small numbers of specialized schools. In many cases SEN initiatives appear to be about getting children physically into schools, rather than their learning needs / enhancing their learning once at school. In some policy documents SEN initiatives are written in terms of whole-school inclusive education (e.g. Bangladesh, Lao, Mozambique). In others the focus is on making school buildings and facilities more accessible (e.g. in Sri Lanka all new school construction must include facilities for children who have SEN) or providing tools / support for children (e.g. in Sri Lanka there is a scheme to provide spectacles for needy children). The focus on developing a SEN strategy before starting any intervention (e.g. Guinea Bissau) is more prevalent in a small number of policy documents. Almost half of the policy documents include language initiatives which support children through home language instruction particularly in the early years of provision. The following quote explores the relevance of this for children in Lao: As many ethnic children enter formal school education without a grasp of the Lao language they are automatically when progressing from Grade 1 to Grade 2. This is a 10

key cause behind high repetition rates and poor cohort survival rates (Ministry of Education Lao 2009: 20). A small number of documents (i.e. Lao and Cambodia) proactively encourage the recruitment of teachers with specific language skills and include the production of learning materials in minority languages (e.g. Namibia). From a demand-side, almost all policy documents provide either fee-free provision and or bursary / scholarship schemes to target those most in need (almost half provide both). Almost 70% of policies note cutting universal costs for schooling, usually by the elimination school fees 5 particularly at primary level. Research (Ohba 2009) indicates though that even where tuition fees have been eliminated, households costs often remain in terms of uniforms, books / materials, transport, costs of meals, opportunity costs, etc. Almost half of the policy documents note support for payments for these additional costs. A number of policy documents highlight advocacy work to encourage communities to send their children to school, but few note the ongoing role of households and communities might play in supporting the educational progress of children once in school (the exception being South Africa, see: 2.2). Advocacy tends to focus on encouraging: children with SEN into school (e.g. Rwanda, Swaziland); children s access to early years provision in areas (e.g. Palestine, Timor Leste); children s access to non-state provision (e.g. Indonesia); education in conflict areas (e.g. Sudan) and delaying the age of marriage for girls (e.g. Sudan). Overall the focus on children in education policy prioritises access to education, with increased learning a by-product of this increased access. Policies do not tend to focus on the learning needs of these children as distinct from other children or provide specific support to teachers to assist their learning. Training of teachers in multigrade and working with children with special educational needs, might be exceptions to this. 2.4 Linking teacher quality to learning outcomes In just over a half of the education policy documents reviewed a direct link is made between teacher quality and learning outcomes 6. Figure 3 provides detail from these twenty two policy documents with the purpose of providing detail of strategies that link teacher quality to learning outcomes. That said, it is not always possible to identify that the intention of the strategy is to outcomes, as this link is not often made clear. With this in mind, Figure 3 asks the question, what strategies are in place to improve teacher quality in these policy documents. Figure 3: Strategies linking teacher quality to learning outcomes 5 Many of these countries have been fee-free for a number of years and some might not note it in the policy so the actual number may be higher. 6 More prevalent is the link between quality to quality of education (58%), where only in some cases links are made to learning outcomes. 11

120% 100% 80% 60% 40% 20% 100% 100% 77% 73% 64% 59% 59% 55% 45% 45% 41% 36% 27% 32% 27% 27% 23% 0% Figure 3 shows the strong perceived link between teacher education (both pre-service and in-service) and teacher quality. Further, in relation to quality improvements, almost 80% of the 22 policy documents include strategies for the improvement of teacher education programmes (rather than an increase in numbers of teachers educated) and around 60% have plans for the further training of teacher educators. In some cases there are calls to increase the qualification standard requirements for teachers. Policies include the following interesting and innovative ideas: 12

In Bangladesh a Diploma in Education (Dip-in-Ed) will replace the Certification in Education (a one year training course - currently a requirement for newly recruited teachers) by 2014 thus raising the standards of teacher qualification. The use of school cluster-based in-service teacher training in Kenya, Namibia, Sudan and Timor Leste. Mentors operating at school-level in every school to support teacher development in Rwanda. Better inductions / training for newly qualified teachers (NQTs), for example, in Belize. There is less focus in policy on the training of non-formal teachers (around 45% of the this). In some cases this might be due to near-universal state provision of education, but in others it may be a gap. Policy encourages improvements / adaptations to teacher behavior and practice within school settings, with potential links to learning outcomes. Almost half of the 22 policies call for increasing hours or reducing teacher absenteeism, thus increasing time spent in classrooms. And around forty percent of the policy documents focus on teacher accountability for children s almost 60% include a teacher performance management system / competency framework to monitor and guide teacher practice. Both initiatives suggest increased pressure put on teachers to deliver better results. Other government led initiatives are in place to raise the status and working conditions of teachers, thus encouraging a more professionalized force (this includes increased / standardized pay, developing a career structure for teachers and providing licensing for teachers). Whilst these don t directly link to learning outcomes, these initiatives potentially provide motivational incentives for teachers to both remain in and improve performance. Overall it is only possible to infer a link between strategies that link teacher quality to learning outcomes as the reasoning behind the strategy is often not made. An exception to this is South Africa s education policy which both makes an explicit link to teacher quality and learning outcomes and explains the reasoning behind the interventions. 2.5 Teacher deployment to areas More than seventy percent of the 40 policy documents describe measures to encourage the deployment or redeployment of teachers to areas 7. The nature of this deployment varies between countries and is often unclear as to whether it is voluntary or required. Figure 4 provides further of teacher deployment. 7 Lebanon s policy is not included here because while it talks of deployment, the focus on areas is not made. 13

Figure 4: Detail about teacher deployment to areas 90% 80% 79% 70% 60% 61% 54% 50% 40% 30% 32% 25% 32% 20% 10% 11% 4% 0% Overall, almost eighty percent of the policy documents that include teacher deployment / redeployment include some sort of incentive for teachers to work in areas. When this is broken down further, around sixty percent of policies that encourage teacher redeployment include a housing incentive for teachers (a place to live) and around thirty percent have a monetary allowance. There are also incentives related to initial teacher education, for example, schemes in Ghana, Cambodia, Papua New Guinea and Liberia prioritise trainees from certain areas (often with specific language skills), through training scholarships. The deployment schemes generally focus on remote rural areas, with around 30% actively encouraging female teachers to these areas (e.g. Afghanistan, Uganda). There are some interesting practices around teacher deployment, including: An attendance incentive / promotion incentive for teachers deployed to areas to encourage access and learning in Nigeria (Federal Ministry of Education Nigeria 2009); An attempt to raise the status of teachers in order to encourage teachers into districts in need, in Indonesia (Ministry of National Education Indonesia 2005); 14

A focus on recruiting and training non-formal education teachers in rural areas in Uganda (Ministry of Education and Sports Uganda 2010). Overall there is a sense that getting teachers into areas is of major importance to policy makers. Incentives are provided and trainee teachers from these areas, encouraged into. Not apparent is any certainty that these incentives are successful in shifting locational preferences of teachers, leading to increased teacher numbers where required (see also Zafeirakou 2007: 11). 2.6 Teacher This section looks at how teacher can be linked to learner outcomes in education policy. This connection is not always explicit, with the layout of policy documents at times precluding direct links. With that in mind, I have included examples of connections where available. Teacher recruitment: Teacher recruitment is generally more focused on access to and quality of education, than learning outcomes (for the most part deployment / redeployment of teachers in 2.5 is about equitable access to education). There are some exceptions. The following are examples of policies which link teacher recruitment and learning outcomes: Policy in South Africa highlights the need for the recruitment of new teachers to reach required learning standards: in order to achieve learning outcomes South Africa needs to attract in each year a new group of young, motivated and appropriately trained teachers into the profession (Department of Basic Education South Africa 2010: 3). Policy in Sri Lanka links demand-driven teacher recruitment to quality and learning outcomes: future recruitment will be done only if there is a need for that teacher to be hired. This is the only way to mitigate the adverse situation that is causing poor learning in schools and perhaps has also contributed to the growing private coaching culture (Ministry of Education Sri Lanka 2006: 56). Teacher recruitment and decentralization of teacher recruitment is linked to educational quality in India, which is in turn linked to learning outcomes (Planning Commission Government of India 2008: 10). Teacher development: Teacher development is often linked to learning outcomes as outlined in 2.4 (see also policy in Namibia, Mauritius, India, Palestine, Sudan, Tanzania and Uganda). The following text provides explicit examples of how the link between teacher learning outcomes can work out in practice: Policy in Bangladesh directly links teacher development to learning outcomes via the EXAMPLES (Directorate of Primary Education Bangladesh 2011). Policy in Guinea Bissau states that the evaluation of pupils attainment levels will help shape measures to improve performance (Ministry of National Education Culture Science Youth and Sports Guinea Bissau 2010: 38-9). In Kenya there are indicators to see how subject teachers boost the performance of learners in certain districts after INSET training (Ministry of Education Science and Technology Kenya 2005). Teacher Management: In most cases are more likely to be linked to quality and access over learning outcomes in educational policy, but there are some exceptions: In the Gambia, the improvement of school management is one strategy of the Quality Assurance Programme which aims to outcomes in Grades 1 12 (Department of State for Basic and Secondary Education Gambia 2008: 63). 15

Policy from Mauritius calls for capacity building of school heads to provide the leadership to effectively manage their schools and improve learner achievement (Ministry of Education Culture and Human Resources Mauritius 2009: 66). In Sri Lankan policy, the link is made between poor leadership and poor learning (Ministry of Education Sri Lanka 2006). In Timor Leste, there are four new school management principles which include quality learning outcomes and aim to improve and learning (Ministry of Education Timor Leste 2011: 80). Overall there isn t a strong link between learning outcomes and teacher management in most education policy documents (although this is probably less the case for teacher development). There are some examples, at times rhetorical rather than strategic. A clearer focus on learning outcomes within the context of teacher deployment and management messages might provide a focus for policy makers interested in addressing learning outcomes more broadly. 2.7 Teachers learning Accountability is included in most educational policy documents, with eighty percent of the reviewed documents including reference to accountability at some level. Figure 5 provides more detail, with just over forty percent of policy documents calling for schools to be more accountable. In 35% of the reviewed policy documents, teacher accountability (mostly for students learning, but also for the quality of education) is included. In some instances, accountability is included, but not defined. Figure 5: Accountability in the education policy 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 35% teacher accountability 10% head teacher accountability 43% school accountability 18% increased accountability but not defined In relation to teachers, how this accountability is meant to work out in practice is often not defined or not well-defined. The exception to this is policy from South Africa where parents and communities are given strategies to hold schools and teachers to account if thirteen output goals are not achieved (see 3.2). 16

Figure 6 provides some detail on how education policy includes mechanisms for teacher accountability. Figure 6: Mechanisms for teacher accountability 90% 80% 80% 70% 60% 50% 53% 40% 30% 20% 10% 10% 5% 0% teacher performance management system / competency framework teacher performance related pay teacher / school inspections repurcusions for non-performing teachers Most policy documents have a system of school inspections in place which should review both school and teacher performance and just over fifty percent of the policy documents reviewed call for some sort of teacher performance management system / competency framework. Yet the link between teacher accountability and performance frameworks is generally not clear, with only a third 8 of policies that include a teacher performance framework also including a focus on teacher accountability 9. Teacher performance-related pay is highlighted in policy from Jamaica, Timor Leste, Cambodia and Sri Lanka, for example: Jamaica calls for the implementation of a: performance-based () system with respect to pay to foster a culture among teachers to apply the curriculum and improve the learning outcomes (Ministry of Education Jamaica 2009: 50). 8 Bangladesh, Cambodia, Jamaica, Lebanon, Timor Leste, South Africa, Guinea Bissau. 9 Of the 14 policy documents that highlight teacher accountability though, eight of them include a teacher performance management system. 17

Interestingly, only in two countries (Timor Leste and South Africa) are repercussions for nonperforming teachers noted. Policy in Timor Leste states: The quality of teacher management is especially poor. Teacher performance is a problem. Teachers with low qualifications and performance receive the same salary as those with good qualifications. The Teacher Career Regime should improve the situation. The management of the Teacher Career Regime will be a major challenge for the Ministry. Staff discipline and accountability needs to improve. Good performance should be rewarded and staff that consistently fail to show commitment to their job should be removed. Poor teacher attendance is an issue and attendance lists are often either not completed or filled in incorrectly. There is no proper link between attending work and receiving a salary (Ministry of Education Timor Leste 2011: 163). Overall, while there is evidence of a rhetoric of accountability and teacher accountability, there is less structure as to how this might work in practice in most policy documentation. Links to teacher performance management systems are weak and the role of inspections on monitoring teacher performance not clearly made. Policy generally does not provide mechanisms of how parents and communities might look to through increased accountability mechanisms, with the exception of South Africa (see 3.2). Moreover, in only two policy documents are there seemingly implications for teachers if they are seen to be underperforming. 2.8 Verifiable teacher quality This section provides information about the extent to which policy documents include indicators related to learning outcomes and teacher quality (see: Figure 7). For the most part, students are linked to learning outcomes and for teachers relate to teacher qualifications and the numbers of teachers trained. Figure 7: Verifiable indicators relating to learning outcomes and teacher quality 60% 50% 40% 30% 43% 53% 28% 20% 10% 0% learner outcomes number / percentage of teachers trained 8% teacher classroom practices no indicators 18

In just over forty percent of policy documents indicators are present for learning outcomes, usually the percentage of students achieving particular grades in country-wide assessments. In many cases this system is not yet in place, with systems of student testing and monitoring to be established. There are slightly higher sets of teachers with around fifty percent of policies including indicators relating to the numbers / percentages of teachers trained within the system. Less evident are indicators on teacher quality relating to classroom practices and teacher behavior. Policy from Belize and Rwanda includes indictors on the teacher competencies / use of methods demonstrated on inspection visits; and policy from Guyana includes indicators on teacher attendance. Almost a third of policy documents include no indicators on and learning, although a large number of these intend to develop student testing systems, possibly to include indicators related to learning in the future. While many and learning, there are around a third that don t. The focus is on quantifiable indicators relating student learning outcomes and teacher qualifications. A broader range of indicators could include more focus on teacher practice and behavior as identified in performance monitoring systems or reviewed in school inspection visits. 2.9 Monitoring and evaluating of teacher For the most part the education policies reviewed do not state 10 evaluated and where lines of responsibility for teacher governance is located. Most policies indicate a decentralizing system, whereby tasks are increasingly removed from central offices and greater autonomy is located locally, in schools and district education offices. While each policy document is different, I try to map examples of where responsibilities for teacher governance lie, i.e. centrally, at district level or within the school / local community. Teacher governance at a national / central level: The focus of teacher governance at a central level is often around setting up systems to map and monitor teacher performance, establish career structures and pathways to promotion, set national salary levels and establish systems for teacher incentives. For example: Inspection / monitoring is organized nationally (often alongside provincial initiatives) in Guyana, Kenya, Mauritius and Jamaica. In Guyana there are plans to establish a centrally based monitoring and evaluation system with indicators (12). This central unit (MERD) will make monitoring visits to a sample of schools to validate data presented by (district) officers on which will focus on and school achievement (Ministry of Education Guyana 2008: 42). In Lesotho there will be the establishment of a National Standard Body that will oversee the development of national standards for teachers professionalism of the service etc. (Ministry of Education and Training Lesotho 2005: 93). In Malawi the Ministry will define career paths at primary level (e.g. PEAs) and other staff grades at district and headquarters level. In addition, the Ministry will finalise and implement staff norms and establishment levels for all education institutions (Ministry of Education Science and Technology Malawi 2009: 29). In Sudan, the MoGE has established a high level working group to investigate policies and system changes that would promote more efficient deployment and utilization of teachers (Ministry of General Education Sudan 2012). 10 E.g. teacher management - deployment, teacher appraisals, accountability, professionalism, pay and incentive system etc. 19

In Lesotho and Zambia the introduction of e-governance in teacher management is discussed (Ministry of Education and Training Lesotho 2005, Ministry of Education Zambia 2010) but little detail is given. Teacher governance at a district / provincial level: How these nationally set-up systems are administered and managed often becomes a district / provincial level responsibility. The roles of district authorities in relation to teacher governance include providing an overview of teacher performance (e.g. Belize, Rwanda and Sierra Leone), organising teacher inspections (e.g. Bangladesh, Kenya, Lesotho, PNG, South Africa, Uganda and Liberia), ensuring teachers are paid (e.g. Bangladesh, Guinea Bissau, Kenya, Rwanda and Sierra Leone), recruitment of teachers (Kenya, Rwanda, Sierra Leone) and determining CPD needs and organizing CPD programmes (e.g. Belize and Sierra Leone). In many cases these lines of responsibility are not made clear in policy. Some examples of teacher governance at a district level (and the relationship to national level) include the following: In South Arica there is district monitoring of teachers progress with curriculum: this new system will involve at least one visit to each school by the district office each year in order to monitor how successful teachers were at completing the previous year's programme, and whether teachers are on track in the current year. Where there are problems, the district office and the school will have to come up with a plan to deal with the situation the new monitoring system will have to check not only whether the year's programme has been completed, but how well it has been completed (Department of Basic Education South Africa 2010: 26). In the Gambia there is cluster-based monitoring of and learning in schools (25) with school-level pedagogic support visits to once a week by cluster monitors in order to increase quality (Department of State for Basic and Secondary Education Gambia 2008:38). In Guinea Bissau regional directorates - serve as an interface between teachers and the central and departmental administration around issues such as administrative tasks, pay, medical procedures, etc. (Ministry of National Education Culture Science Youth and Sports Guinea Bissau 2010: 36). In Lesotho, teacher management services are to be decentralised to districts (121), educational service delivery will managed and monitored by decentralised institutions with the Ministry Headquarters providing only technical support and guidance (Ministry of Education and Training Lesotho 2005: 118-9). Teacher governance at school / community level: The role of head teachers / school managers in governing teachers is highlighted in terms of: monitoring and supervising practice (e.g. Bangladesh, Belize, Malawi and South Africa); dealing with teacher behavior (e.g. Papua New Guinea) (PNG); managing human resources (e.g. Cambodia); and support system (e.g. Guinea Bissau). Training for head teachers in matters of teacher governance are noted in policies from Belize, Cambodia, Guinea Bissau, Jamaica, Kenya, Malawi, PNG and Sierra Leone. Examples of the role of head teachers in teacher governance include: In Belize: Principals, vice principals, managers and district staff will be trained in first hand observational strategies, such as classroom observation, so that they are equipped to manage actual teacher performance within the competency framework (31)... training and support for teachers in developing their capacity for formative assessment, their ability to systematically and constantly check learning, breaking away from the current practice of simply recording what has been taught to what has been learned, measured against the desired curriculum outcomes (Belize, 34) capacity to use data to track changes and monitor for improvement to schools (Ministry of Education Belize 2012); Policy in Jamaica notes training for school managers focusing on effective school and teacher development models (Ministry of Education Jamaica 2009). 20

In Malawi, head teachers will be trained to provide more professional supervision while reducing the involvement of external inspectors in education (Ministry of Education Science and Technology Malawi 2009: 29). In Nigeria all staff appointments should be based on the needs of the school with input from head teachers (Federal Ministry of Education Nigeria 2009: 29). In PNG school leaders to deal with teacher absenteeism issue at school level 11 training for school leaders on how to provide enabling environment for teachers, addressing teacher absenteeism and teacher attitude. In PNG the school learning improvement plan will include projections of enrolments and staffing requirements and a professional development programme for the teachers in that school (Department of Education Papua New Guinea 2009) In Sierra Leone school heads are to monitor work plans and weekly records of teachers (Ministry of Education Science and Technology Sierra Leone 2007: 31). Many policies talk about increasing the role of community and parents in school management, but give limited detail as to what this means in practice and whether this include teacher governance. Examples of how communities are on teacher governance include: In Afghanistan in certain areas, the role of community in school decision-making is greatly increased. Policy talks of community negotiated strategies in hard-to-reach areas whereby, the local imam might also be the teacher and teachers could be elected by the community (Ministry of Education Afghanistan 2011: 67). In Guinea Bissau there is a call for communities to inform authorities about the number of hours teachers are. Authorities will then hold teachers to account (i.e. controls and sanctions) to persuade teachers to stick to their number of hours (Ministry of National Education Culture Science Youth and Sports Guinea Bissau 2010: 36). In Rwanda, the Parent Teacher Committee is involved in the monitoring and evaluation of teachers and hiring of contract teachers (Ministry of Education Rwanda 2010). Overall most policy papers do not give comprehensive detail on teacher governance structures, with the possible exceptions of Bangladesh, Kenya, Lesotho, Rwanda, Papua New Guinea and Sierra Leone. A more thorough policy on teachers might include lines of accountability and responsibility. 2.10 Budgets reforms Around three-quarters of the education policy documents include for reform, with around fifty percent of policy papers breaking down the budget to include detail of and learning reforms (see Figure 8). Of the 48% that include budget breakdowns, the level of detail varies with some policies outlining only part of the reform, whilst others including in-depth detail on a full range of initiatives. 11 In Uganda there is also a focus on enhancing school level supervision in order to minimize absenteeism of head teachers, teachers and pupils (9), but it doesn t say by whom or how Ministry of Education and Sports Uganda (2010). Education Sector Strategic Plan 2004-2015. Kampala, Ministry of Education and Sports. 21

Figure 8: Breakdown of costings for and learning reforms 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 48% in-depth costings for and learning reforms 28% budget not broken down in detail 25% no budget 22

3 In-depth country reviews The paper studies four policies in further detail in relation to and learning in particular. The summaries respond to questions of quality and development as outlined in 5.1. 3.1 Bangladesh: PEDPIII PEDPIII (Directorate of Primary Education Bangladesh 2011) is Bangladesh s third national education plan to address primary education since 1997. PEDP I (1997-2003) adopted a project-based approach to address ten objectives such as enrolment, completion, quality inputs and monitoring issues. PEDP II s (2004-2011) focus was on quality improvement, institutional capacity building and systemic reform. It was the first education sector programme to include many SWAp (sector wide approach) principles in its design. PEDPIII continues many of the reforms introduced under PEDP II, but has increased focus on learning outcomes and raising primary completion rates. Recent research (CAMPE 2008, cited in Ahmed and Hossain 2010: 3; Ahmed and Hossain, 2010) has indicated that while large gains have been made in initial access to education in Bangladesh, sustained access to primary grade 5 and adequate learning remain a challenge. Overall PEDPIII s goal is to provide quality education for all our children by establishing: an efficient, inclusive and equitable primary education system delivering effective and relevant child-friendly learning to all Bangladesh s children from pre-primary through Grade V primary (v). The policy has a clear focus on learning outcomes (one of the six results areas) and and learning (one of the four components). Teacher quality is factor in learning outcomes. Within PEDPIII a number of strategies are included which both directly and indirectly relate to to address educational quality 12. These include: Shikhbe Protiti Shishu (Each Child Learns) Shikhbe Protiti Shishui is the flagship initiative of PEDPIII. Ensuring each child learns is aimed at making teachers accountable for producing significantly better classroom performance by all children commencing with a focus on Bangla and Mathematics in Grades I to 3. The curriculum will be brokenup into clearly defined competencies and learning outcomes. Teaching is geared to enabling each child to demonstrate that a particular competency has been acquired, with progress of each child recorded by teachers and monitored by managers. Curriculum revision PEDPIII s revised curriculum will specify grade-wise and subjectwise learning outcomes and terminal competencies. It will emphasize both formative (classroom based and continuous) and summative (school based) assessments of children s learning. The curriculum will enable a variety of and learning methodologies, which will include activity-based, individual, peer, and small group-type methods (54). The development of these required competencies should drive inputs into education and shape (6). School and classroom assessments PEDPIII emphasises both formative and summative assessments, with formative assessment being classroom-based and continuous. After piloting assessment tools, those proving to be most effective will be mainstreamed by inclusion into pre-service and in-service teacher training: It will enable all schools to conduct their own assessments and each teacher to base her on what each child has learned and where there are gaps that must be filled (58). 12 In some instances the link to quality is made, in other it is presumed. 23

Increasing textbook availability with primary children including those studying in nonstate providers receiving free new textbooks (54). Reducing overcrowded classrooms in order to do this there is an emphasis on new teachers, better deployment and new classroom construction (51). Moving away from rote learning PEDPIII aims to introduce student-centred activitybased learning into schools, which might include group / pair work, reflective practice and active learning methodologies. Reducing drop-out rates strategies to reduce drop-out rates include supplying free textbooks, tuition waivers, conditional stipends and school feeding (46). Pre-primary schooling the government of Bangladesh will gradually provide one year of free pre-primary education to 5 and 6 year olds in primary schools. Developing ICT provision in schools - A multi-media classroom will be provided to one model school in each upazilla 13 and primary schools will be provided with laptops and access to e-learning materials. Equivalency frameworks for non-formal education - an equivalency framework will be developed aligned with the revised national curriculum, in order to incorporate non formal education learners into the grade 6 examination. Mainstreaming inclusive education inclusive education in Bangladesh involves focusing on needs in formal schools of all children e.g. tribal children, ethnic minorities, children with learning disabilities and disabled children. Strategies to support children in PEDPIII most directly relate to enabling initial access (e.g. stipends, use of non-state providers), supporting infrastructure and feeding programmes and mainstreaming inclusive education. Equivalency programmes which link formal and non-formal education provide the most direct link to overcoming learning obstacles. A number of strategies to address education quality and outcomes have a particular focus on teachers and. These include: Development of a Teacher Education and Development Plan the TED plan will define professional standards and competencies of teachers. Teacher qualifications - The introduction of a Diploma in Education (Dip-in-Ed) will replace the Certification in Education, a one year training course currently a requirement for newly recruited teachers. About 11,000 new teachers are expected to participate in Dip-in-Ed annually (54). In-service teacher training PEDPIII highlights a shift to demand-based in-service training which will include teacher/head teacher support networks (63). Training (both pre-set and in-set) might include methodologies including more activity-based. Induction programme for untrained teachers - will assist new, untrained teachers (30,000 in 2011), who are unable to attend the primary training institute. Increasing teacher accountability for each child s learning - in relation to achievement of expected learning outcomes or competencies. Development of model schools - hundreds of schools will be developed as models of effective, providing venues for observation, practice and internships for teacher education programs (62). PEDPIII identifies a number of areas for teacher improvement already touched on above. Specifically, these relate to the upgrading of qualifications and standards (via the Dip-in-Ed) and the development of a demand-led in-service CPD programme. Training might include pupil assessment and active-learning methodologies. 13 Sub-district. 24

PEDPIII also highlights the need for training of teacher education instructors to help enable this. PEDPIII provides information about the needs based recruitment and deployment of on a school-by-school basis, as determined by upazilas and districts (55). However little detail is given on the communities deployed teachers will serve and there is no real focus on the particular needs of teachers serving rural, urban poor areas or groups. While no link is made between teacher recruitment and learning outcomes in PEDPIII, clear connections are made between teacher learning outcomes. Within the Teaching and Learning policy component various pre-service and in-service initiatives are included, for example, the Dip-in-Ed, in-service training and teacher support networks (6). No clear link is made between management and learning outcomes, although managers are expected to monitor the delivery of Shikhbe Protiti Shishu at school level (see next paragraph). Shikhbe Protiti Shishu aims to make teachers producing significantly better classroom performance by all children (6) by making teachers responsible for each child s learning. The Shikhbe Protiti Shishu model will be introduced gradually into schools, with a pilot phase before mainstreaming into all schools and grades. It involves a shift in methodologies towards more active a curriculum divided into clearly defined competencies and learning outcomes. Progress of each child will be marked by teachers against the sets of competencies and monitored by managers, with teachers needing to carry out continuous formative assessments with pupils. PEDPIII includes a set of responsibilities and prescribed functions which include teachers being accountable to ensure the learning progress and achievement of all children (88). A series of steps are in place to monitor teachers and ensure this focus on learning outcomes is being made. These include: teacher performance reviews which emphasize learning outcomes, a teacher performance management system / competency framework and school inspections (2). Head-teachers have a particular responsibility to support and monitor their teachers and ensure the learning progress and achievement of all children. Academic supervision of teachers is carried out by head teachers who feedback through a Record of Professional Development. It is unclear whether there are implications if teachers fail to via Shikhbe Protiti Shishu. Incentives for teachers to perform are also rooted in the identification of a career path and promotion structures for teachers. The aim is to create a career path that provides a strong incentive for teachers to perform at a high level. However, teacher qualifications, practice and/or achievement are not included. PEDPIII does include a clear set of responsibilities and functions. Teachers are expected to: be accountable to ensure the learning progress and achievement of all children through effective and learning; participate in CPD activities; prepare lesson plans; use a teacher s guide and other learning materials; ensure child-friendly and activity based classroom learning practices; and display children s work (88). As discussed previously, head teachers have a role in monitoring and supervising teachers via performance reviews and academic supervision. Additionally, head teachers are required 25

to ensure the timely attendance of teachers, ensure conduct effective, conduct assessment for learning progress of all children and ensure the participation of all teachers in CPD (88). Each school should have a School Level Improvement Plan which addresses learning outcomes and primary completion. The district primary education office is responsible for teacher management and textbook distribution to upazilas and the Upazila Education Office ensures teacher salaries are paid, school inspections take place and books are distributed. Additionally, Upazila Education Offices provide academic help and supervision (mentoring) to schools and teachers. Financial proposals are included in PEDPIII. The budget includes non-formal education expenditure and is estimated at US$ 8.8 billion for 5 years (2011/12 to 2015/16). Of this, the budget for the primary education sub-sector excluding non-formal education is US$ 8.337 billion (US$ 4.186 billion under revenue, US$ 3.171 billion under US$ 0.979 billion under discrete projects). Components summary costs are outlined in Table 1. Table 1: Budget breakdown costs related to and learning in PEDPIII (US$) Component 1 - Learning and Teaching Shikhbe Protiti Shishu 15,314,290 School and Classroom-based Assessment 185,710 Curriculum Development 45,957,140 Textbook Distribution 201,467,620 ICT in Education 48,323,590 Teacher Education & Development: 122,431,430 Subtotal Learning and Teaching 433,679,780 Alternative and Second Chance (NFE): 99,993,510 Pre-primary provision 319,107,570 Inclusive Education: 717,140 Teacher promotion, deployment 43,414,290 Teachers salary 348,343,200 Total project costs 8,337,018,860 While it is not possible to fully understand the breakdown of costs, Table 1 suggests a financial focus on textbook distribution, pre-primary provision and salaries. Textbook distribution gets around US$80M (over one and a half times) more in funding than teacher education and development. And while Shikhbe Protiti Shishu is seen as the flagship programme in schools, comparatively ICT provision and curriculum development get more than three times the funding. Of the four in-depth country studies the policy from Bangladesh stands out because of its focus on individual students learning linked via Shikhbe Protiti Shishu. It will be interesting to see how well this works out in practice: whether the training of so many teachers in and assessment methodologies is effective, whether by placing the responsibility for learning with teachers, gains in attainment can be made and what the impacts for teachers (and others) might be if these attainment gains are not made. 26

3.2 South Africa: Action Plan to 2014 Towards the realization of schooling 2025 South Africa has a long term vision for its basic education provision: Schooling 2025 (Department of Basic Education South Africa 2013). While South Africa has reached near universal enrolments in basic education, drop outs (especially for boys) are higher at upper secondary level and achievement indicators (for example in international TIMSS 14 comparisons) remain low. For the South African government, making sure every young South African receives quality schooling in order to raise standards of achievement is of primary importance. Schooling 2025 provides the vision to attempt to do this, allows for the monitoring of progress against a set of measurable indicators and provides an image of the school participants it would like to see by 2025 15 (Department of Basic Education South Africa 2013). The Action Plan to 2014 (Department of Basic Education South Africa 2010) is seen as a stepping stone towards the achievement of the 2025 vision. In policy terms, the Action Plan sits alongside the Strategic Plan 2010-13 (Department of Basic Education South Africa 2010) which provides a strategic plan to Parliament and, with the Action Plan, provides key goals and priorities for the education sector. The major goal for the Action Plan (Department of Basic Education South Africa 2010) is to improve the learning outcomes of students throughout the basic education cycle as standards across grades are seen as unacceptably low. The Action Plan has 13 output goals, of which nine directly relate to learning outcomes. Learners from poorer areas of the country are particularly highlighted for attention as they are more likely not to have learnt what they should have learnt (6). Teacher quality is recognized as a key factor in learning outcomes and in order to achieve learning output goals four out of fourteen activities directly relate to teachers (3). Within the Action Plan a number of strategies are included which both directly and indirectly relate to to address educational quality 16. These include: Outcomes focus throughout schooling There is a move away from only focusing on learning outputs at grade 12, but to spread this focus throughout the grades to ensure learning takes place in earlier grades. Standardised national tests - In order to monitor learning the Action Plan calls for standardised national tests (Annual National Assessments ANA) to be introduced in languages and mathematics for all students in grades 3, 6 and 9. The results of these tests will be available for schools and but not in league table form, rather each school will know its own average scores and will be able to compare these to the average of the district (11). And in communities, analysis of ANA will most likely recognise best performing schools and largest improvements within each poverty quintile, so that schools are compared to other schools facing similar obstacles (AB: 7). It is hoped this information will lead to better learning outputs and planning for education: A key challenge not just for South Africa but also other countries that have initiated assessment programmes similar to ANA is to ensure that the quality monitoring process and the use of results leads to tangible improvements in learning outcomes... ANA must be used as a means for knowing where to direct special efforts to improve schooling, and what 14 Trends in International Mathematics and Science Study. 15 Computer-literate and eager learners, who are provided a safe and stimulating place to study; Trained and motivated teachers who are dedicated to their capabilities and providing the learners with the best education possible; School principals who ensure that in the school takes place as it should, promoting harmony, creativity and a sound work ethic within the school community and beyond; Parents are well informed of what happens in the school and the learning of their children. Parents know of steps to take if there are any problems within the school (Department of Basic Education South Africa 2013). 16 In some instances the link to quality is made, in other it is presumed. 27

schools may be demonstrating the right approaches to and learning. ANA is expected to influence performance in schools in four ways: (1) It is expected to improve the experience of teachers in applying appropriate assessment standards. (2) It is expected to improve the ability of districts and the provincial department to direct human and physical resources where it is most needed. (3) It is expected to provide an incentive for schools to do well, not because they receive monetary rewards, but because teachers want to belong to a school that performs well according to objective criteria. (4) It is expected to improve the focus on learning outcomes in the school governance process (annex B: 6). The National Minimum Schoolbag The National Minimum Schoolbag describes the minimum quantity and quality of materials that every learners must have access to. This is decided nationally at every grade, with the aim for schools to manage the purchase of materials with funds from government. Distribution of study guides The Government will distribute study guides and examples of exam questions to help grade 12 learners. Grade R The Action Plans aims to ensure Grade R (reception) is of high quality and its coverage is developed. Specialised schools The Action Plan highlights the role specialized schools can make in encouraging learning e.g. Focus Schools allow children to specialize in areas they are talented or interested in and Dinaledi Schools 17 aim to raise standards in mathematics and physical science in Grades 10 to 12, particularly in poorer areas (14). The Action Plan would like to expand this programme. Reduce repetition rates The aim is to reduce repetition rates through limiting the numbers of time a student can repeat (22) and learning. Supporting quality learning environment Schools should have basic functionality e.g. electricity, water and decreased class sizes. Supporting sustained access to schools Sustained access to school for the is encouraged through no fee schools, fee exemptions and school lunches (33). The computerised system (LURITS) with ID numbers for children can help authorities to track drop outs (17). Inclusive focus The Action Plan focuses on greater access to education for poor children, shifting mindsets in the ways the schooling system regards special needs and disability and increasing the capacity of districts to support inclusion in schools. Active involvement of parents / guardians The Action Plan has a strong focus on parents being actively involved in supporting their children s education. Parents are active in resolving learning issues with teachers (12) and supporting and motivating pupils to learn (14). ICT enhancement The Action Plan calls for improvements to computer literacy through more media centres or libraries in schools. There is a focus on private sector involvement. Strategies to support children in South Africa most directly relate to enabling sustained access (e.g. no fee schools), supporting infrastructure and feeding programmes and mainstreaming inclusive education. Rolling out grade R and ensuring the National Minimum Schoolbag seem most directly related to overcoming the most. 17 Dinaledi Schools are selected because they have demonstrated their potential for increasing learner participation and performance in mathematics and science. The scheme provides schools with resources and support to improve and learning of these subjects. The focus initially is on former Black African schools and schools must have achieved at least 35 Senior Certificate mathematics passes by Black African candidates. Source: National Business Initiative (2009). The Dinaledi Schools Project. Pretoria, Department for Basic Education South Africa. 28

A number of strategies to address education quality and outcomes have a particular focus on teachers and. These include: Improving the scope and quality of in-service teacher training In-service training is a major focus of the Action Plan. It suggests that while many teachers have taken part in training activities, we have not trained enough teachers and too often the training has been of an insufficient standard. The Action Plan does not go into detail of how the inadequacies of previous training might be overcome, however it does emphasise distance education and the use of e-education as possible options to explore 18. Pre-service teacher education While pre-service teacher education is not a strong focus of the Action Plan (in-service training is), the policy looks to ensure there are enough young, motivated and appropriately trained teachers coming into the profession in order to fill gaps in coverage. These teachers will be supported by a bursary scheme (6). Strategy for Teacher Development - A new strategy for teacher development is being progressed. Teachers take responsibility for self-development While policy acknowledges deficits in previous in-service training initiatives, it places the responsibility with teachers to engage in development activities: Government is committed to making more and better teacher training courses available. However, we will only move forward if teachers show a commitment towards their own development. Most do show this commitment, but some do not teachers should also take the initiative themselves (24). Areas for development include strengthening the culture of reading and professional debate amongst teachers and computer literacy. Teachers are also asked to improve their skills and subject knowledge (6). It is suggested teachers working with grades 7-9 are further supported so as to improve grades in these grades (13). Teachers take responsibility for curriculum-coverage The Action Plan focuses on the need for teachers to ensure the curriculum is covered each year. Often, it is claimed, teachers have failed to complete the curriculum, as to both teachers and learners are late for class, absent and leave classes early (25). Policy does not give details as to how this will happen, but does suggest monitoring visits will check on whether the curriculum has been covered and how well it has been completed (25). Better distribution of teachers and better timetabling to ensure all students have appropriate access to and learning. Develop teacher professionalism Policy calls for a teacher workforce that is healthy, enjoys a sense of job satisfaction and professionalism is increased (6). Support to teachers The Action Plan highlights a series of measures that, it is hoped, will support teachers to better perform, including, ensuring decent pay and conditions (8), salaries (22) and rewarding good teachers. A social contract between teachers and employers can be developed. The Action Plan identifies a number of areas for teacher improvement already touched on above. Specifically, this relates to standards in INSET and ensuring teachers take the responsibility to access appropriate INSET. In relation to teacher deployment, the Action Plan calls for an optimal distribution of teachers across the country as currently the skewed distribution of means classes with more than 40 learners in some areas (AB, 16-7). Schools with larger class sizes tend to be in rural and difficult urban areas. In order to tackle the issue of teacher distribution, policy states the solution partly lies in the implementation of incentives aimed of filling unfilled 18 Possibly linking in with the Government's Teacher Laptop Initiative. 29

posts in rural and difficult urban areas. In 2007 the Government of South Africa passed policy on additional pay for teachers in remote rural areas, but policy wasn t implemented successfully. The Action Plan states that there will be a focus on its proper implementation in coming years (23), but again no detail of how this will take place. Policy also calls for a need to monitor unfilled posts and to look at the reasons why posts are unfilled. Large class sizes (and poor infrastructure) are in some cases the result of bad timetabling and timetabling and will be monitored by district offices (23). Apart from the possibility of additional pay, there is little overt focus on the teacher needs of rural and/or urban poor areas, or groups. While no clear link is made between teacher management and learning outcomes in policy, connections are made between recruitment and teacher development to learning outcomes. In terms of in order to achieve its learning outcomes goals South Africa needs to ensure enough young, motivated and appropriately trained teachers into the profession (3). In relation to teacher development, teacher quality through INSET is recognized as a key factor in learning outcomes (3). The Action Plan has a clear focus on holding learning. It talks of ensuring sufficient teacher accountability in terms of preparing for class, spending at least the required amount of time engaged in active in the classroom, maintaining the necessary assessment records and ensuring programmes are completed within the school year (Annex B). The current lack of teacher accountability is thought to contribute to inadequate teacher/ practices and in order to increase teacher accountability there must be a social contract between teacher organisations and the employer (18). The Action Plans also call for the public (parents / communities) to hold teachers and schools to account if the thirteen output goals are not met. Through the school governing body, parents potentially get skilled in analyzing ANA results and thus more able to engage in debates around learner outcomes. Policy provides information on how teachers can be made accountable: For each (output) goal there is an indication of what government is doing, and what you should do. What should you do if you believe that government is not doing what it should be doing? If this happens, the first step you should take is to discuss the matter with a teacher or the school principal to see what they have to say. You can suggest that the matter be discussed at the next meeting of the school governing body. The school governing body (or the principal) can then bring up the matter with the district office. However, if you feel that working through the school does not work, you yourself are free to contact the district office or the provincial department directly. Every district and provincial department, as part of the Action Plan, will ensure that it has a complaints officer whose job it is to receive complaints, to advise those complaining about their rights, to bring complaints to the relevant people in the Department, and to ensure that appropriate action is taken. If complaining to the district and province does not work, the national department also has a complaints officer. You can phone the national complaints officer, but the national department will also make sure, as part of its e-education strategy, that information you need and details on steps you can take are easily available on the Department's website (9). This level of detail about how parents/communities might hold teachers and schools learning is unique to the policy of South Africa. However, it is premised on the idea that parents have the knowledge and skills to do this, which might not always be the case (it might also be said it takes the responsibility for this type of monitoring away from government). Having said that, teacher performance is also managed through a school inspection programme. All schools should be visited at least four times a year by school inspectors and those needing more support should be visited more frequently. Underperformance of teachers, the Action Plan states, should be dealt with through support and, where necessary, discipline. 30

In terms of incentivizing teachers to improve educational quality, the Action Plan calls for a set of transparent and fair procedures to incentivise good, in monetary but also non-monetary terms. Government has tried to make a more attractive career option, with improvements to salaries (22). Also: In 2008 new promotion options for teachers were introduced. A key challenge that government is working on together with teacher unions is a better system to reward those teachers who are exceptionally good teachers and who go the extra mile. We hope to have this system in place and running very soon (28). The Action Plan suggests the existing Integrated Quality Management System (IQMS), although not perfect, provides a basis from which to move forward in terms of monitoring quality (AB: 18). Policy also has a focus on the professionalism of teachers, calling for a teacher workforce that is healthy and enjoys a sense of job satisfaction (6). Government will also run a survey to measure job satisfaction. The Action Plan (Appendix 2: 5, 9, 12) includes a range of outcome student achievement (although there are none for teachers directly). These student outcome markers coincide with the Annual National Assessments, introduced in 2008, to test learners in key subject areas over a range of grades. Information about teacher governance is present in policy, but its detail is limited. School principals have a responsibility to ensure takes place as it should (8) and each school has a governing body with some duty in this area. School inspection visits to assess how well the curriculum has been implemented by teachers are organized at the district level (26). And teachers not seen to be performing should be supported and where necessary, disciplined. There are no financial details Action Plan. Overall, the Action Plan to 2014 is particularly interesting because of the direct connection it makes between performance and learning outcomes. It places the responsibility for learning directly with teachers locating this within their own strategies for selfdevelopment and ability to cover the full curriculum. The Action Plan in also unique in its focus on parents and guardians and the role they can play in supporting education and ensuring teachers fulfil their obligations. Where its weakest is in the detail of how the policy might work in practice. For example, policy describes how many INSET training schemes have been inadequate up to now, but does not give detail on how this is to be changed; it calls for a more self-motivated and responsible teacher, but again provides little evidence of how this will take place. The lack of a financial budget for this is also a flaw. 31

3.3 Timor Leste: National Education Strategic Plan 2011-2030 The National Education Strategic Plan (Ministry of Education Timor Leste 2011) is Timor Leste s first attempt to develop a national plan for education. Timor Leste gained independence from Indonesia in 2002 and both during the fight for independence and the 2006 crisis afterwards, many schools were damaged / destroyed and many teachers fled the country. Moreover, after independence policy makers found both the curriculum and textbooks were not appropriate for the needs of the new country. While in recent years the education system has expanded considerably, there remain substantial challenges (UNESCO 2009). For example, only about half of school-age children complete primary schooling, qualified teachers and textbooks are in short supply and in research by the Universidade Nacional de Timor Lorosa e and UNICEF carried in 2006 (cited in UNESCO 2009: 11) many children failed to meet the minimum levels of learning. However, change is underway. A new curriculum for primary and pre-secondary education has been developed and the National Education Strategic Plan provides a vision for education in both the immediate and longer term. A major focus of the National Education Strategic Plan (Ministry of Education Timor Leste 2011) is on ensuring quality education. Quality education is linked to teacher quality, which in turn has a direct influence over learning outcomes. Within the Strategic Plan a number of strategies are included which both directly and indirectly relate to to address educational quality 19. These include: Expanding the Escola Basica model the Escola Basica model of schooling aims to improve outcomes, achieve full enrolment ensure education is affordable and sustainable. It places children s rights at the centre of schooling and their physical, psychological, social and academic wellbeing determine school decision-making and operations. The Strategic Plan aims to roll out the model into basic education. Developing the new National Curriculum the curriculum will potentially include subjects such as National History, Geography, Civic Education and Human Rights for the first time. Expanding Early Childhood Development with 50,000 places becoming available over the coming five years. Addressing overage learners - Accelerated learning programmes will the resolve problem of overage children in the system. Reducing overcrowded classrooms by lowering teacher-student ratios. New staffing formulas and a detailed human resources development plan will be implemented to ensure the required capacity is available. Enhancing classroom environment and opportunities for learning this includes school building work and school feeding programmes. Providing formal linkages with industry and the marketplace - to provide direct experience of the workplace for students nationally and internationally. Strategies to support children in Timor Leste most directly relate to enabling initial access (stipends, grants for uniforms), supporting infrastructure, developing social policy tools and mainstreaming inclusive education. A number of strategies to address education quality and outcomes have a particular focus on teachers and. These include: Enhance in-service and pre-service teacher education - new packages of in-service and pre-service training to be developed and implemented. This will include an integrated (modular and credit-based) system which will link pre and in service training into a 19 In some instances the link to quality is made, in other it is presumed. 32

system of lifelong learning based on an integrated set of NQF certificates, diploma and degree level qualifications. Some of this will be distance some will focus on he curriculum. The package will include accelerated, relevant in-service training to qualify all teachers to the minimum quality standards established by the Ministry of Education by 2015. A new teacher training law will guide and focus the training of teachers. System of monitoring in-service training this will include the implementation of a measurement system to monitor and assess the application of inservice training content in classrooms. Specifically this will look at the impact of inservice training in increasing the quality of education. Improve quality of pre-service education the Strategic Plan suggests the quality of preservice training will be improved by institutional strengthening of the National Institute to allow it to offer accredited pre service qualifications, reviews of curricula at all pre service institutions and introducing increased school experience. The quality of entrants will be controlled and there will be an increase in the academic and professional quality of the staff working in pre service institutions. Strengthen teacher training institutions policy calls for the development of a system that will strengthen and develop existing government teacher training institutions. There will be new regional teacher training centres and cluster-based teacher education. Changes to pre-service training trainees on pre service training courses at presecondary and secondary level will have more than one subject specialisation, meaning that teachers can be more flexible about subjects they can teach. Training of non-formal education teachers. Implementation of teacher competence and performance surveys these teacher competence and performance surveys will help define in service training needs of teachers and also to provide to human resources and the application of the career regime. Teacher career regime the Strategic Plan calls for a new teacher career regime based on merit and performance (141). Support teachers working in distant and remote locations the Strategic Plan calls for adequate infrastructural solutions for teachers in difficult locations. The Strategic Plan identifies a number of areas for teacher improvement already touched on above. These include the quality enhancement of preservice and in-service training provision, including a modular, flexible credit-based system linked to lifelong learning principles. In terms of teacher deployment a new teacher deployment policy will be developed to ensure quality in remote and urban areas, and to provide fair opportunities for all female. The system of teacher supply and demand will ensure similar quality levels in all the schools and that good quality is available in locations that are in hard to staff and in subjects where there is a shortage of qualified. While no detail is given policy states there will be provision of adequate infrastructural solutions for people living in distant and remote locations. In terms of additional support for teachers in these locations the Strategic Plan states: we want to ensure a fair distribution of opportunities for people from the whole country and especially for women. The new measures to stimulate participation will favour people living in locations that are distant to the instruction centres and especially, to substantially increase the quantity of female teachers (139). Whether this relates to both in-service and pre-service training is not clear. 33

While no clear link is made between teacher recruitment and learning outcomes in policy, connections are made with teacher management and teacher development to learning outcomes. In relation to management, there are four new school management principles which include quality learning outcomes (defined as and learning, curriculum implementation, teacher professionalism and assessment) (80). And in relation to teacher development policy makes a link between teacher quality and learning outcomes. Teacher development initiatives are listed in preceding paragraphs. Timor Leste s Strategic Plan for education calls for the increased accountability of teachers in relation to staff discipline and teacher performance. Currently the quality of teacher management and teacher performance is seen as low and teacher attendance is an issue. Teachers with low qualifications and performance receive the same salary as those with good qualifications. The Strategic Plan states that: Staff discipline and accountability needs to improve. Good performance should be rewarded and staff that consistently fail to show commitment to their job should be removed (163). Indeed, after a two year period of training and testing, those teachers who still do not meet the standards required to enter the Teacher Career Regime (see below) will no longer be permitted to teach in schools. Otherwise, the detail of how a system of teacher accountability might be managed is not given. Incentives are rooted in the identification of a career path, salary scale and promotion structures for teachers. The introduction of a structured Teacher Career Regime will allow for an increase in salaries and assist in professionalising the roles of teachers by providing a smooth and transparent career path linked with performance and qualifications. It is hoped this will provide some motivation for teachers. The Strategic Plan includes some indicators in relation to teacher education, including increases in numbers of teachers per year (261), but not for students learning outcomes. Similarly, the Strategic Plan does not include clear information on teacher governance. There is a teacher performance management system based on quality assurance systems implemented in the classrooms (141) and school inspection services, but little detailed information is given. There is an expected budget in sub-sectors (e.g. primary, secondary, etc.) for every five years till 2030 (211). This is broken down at primary level (213) to include teacher training development, uniform grant, transport grant. Breakdown includes teacher training at secondary level (214). The budget is broken down for social inclusion and quality (215). Table 1 shows a projected budget for the achievement of educational targets 2011-30. For the purposes of this table this is broken down to include numbers for basic and secondary education, teacher quality and social inclusion. This appears to be a snapshot of for individual years. Costs identified in for intervening years (e.g. 2012, 2013, 2014) in Table 2 do not appear in the budget for Table 1 meaning the projected total budget is only relevant on an annual basis, but not as a cumulative total across the years. Moreover some of the budget costings appear to differ between Table 1 and Table 2 in terms of Basic Education (2011 and 2015); sub-total education programmes (2011 and 2015); sub-total management programmes; and the total estimated budget. 34

Table 2: Timor Leste Projected total education budget expansion 2011-30 ($) 20 Programme 2011 2015 2020 2025 2030 Pre-school 3,074,372 11,685,673 17,846,302 27,870,335 30,659,740 Basic education 68,593,268 85,832,308 110,940,093 127,195,211 125,604,667 General secondary 9,335,959 16,058,282 19,543,076 23,769,773 27,569,098 education Teacher quality 2,841,816 4,952,055 4,856,658 4,875,568 4,856,366 Social inclusion 634,816 982,055 1,036,658 1,055,568 1,036,366 Sub-total education 111,117,117 188,891,955 282,867,291 339,525,759 357,137,037 programmes Sub-total management 10,486,000 9,814,000 11,494,000 11,849,000 12,849,000 programmes Sub-total infrastructure 20,000,000 60,000,000 20,000,000 20,000,000 20,000,000 Total projected budget 141,603,117 258,705,955 314,361,291 371,374,759 389,986,037 (Source: p.211). Table 3 breaks down some of these figures further. As Table 3 shows there are measures related to teacher quality and teacher education can be found in the teacher quality, basic education and secondary education funding programmes. It is unclear though how exactly these costings breakdown 21 and where for example the budget for pre-service education for basic education teachers is located. This makes comparisons difficult. Table 3: Timor Leste Further breakdown of budget detail ($) Programme 2011 2012 2013 2014 2015 2020 Teaching quality 22 Grants 492,585 570,151 647,717 715,283 802,849 851,992 Materials and 54,732 63,350 71,969 80,587 89,205 94,666 supplies Total teacher quality 2,841,816 3,563,601 4,156,685 4,215,870 4,952,055 4,856,658 Basic education Books and materials School grants (i.e. school, transport, uniform grants) Cluster management costs Teacher training and HR 8,363,809 2,841,736 3,052,134 3,262,532 3,472,930 14,340,640 9,301,808 10,691,593 12,081,378 13,471,164 14,860,949 14,535,260 5,676,000 11,352,000 14,190,000 14,190,000 14,190,000 4,000,000 4,000,000 2,659,720 2,890,580 2,675,640 2,469,250 20 Currency not identified (i.e. is it US / Aus / Timorese dollars); Not all education reform programme costs are included, only those relevant to this report. Categories missing include: secondary education technical, higher education, recurrent education. 21 The logframe for Teacher Quality (145-6) includes introducing a quality HR system, in-service training to qualify all teachers to minimum standards by 2015 and systems to ensure pre-service trainee numbers. In the logframe for Basic Education (90-2) there is a reference to training in management, planning and administration for cluster directors, but not the reference to teacher education presumed given there is a funding stream in Table 3. In the logframe for Secondary Education (102) there is a stream related to providing an adequate number of teachers who fulfill the competences of the MoE. 22 Other costs include: staff expenditures x2, recurrent expendituresx2 and equipment. 35

development School feeding programme Total basic education 8,803,900 9,392,678 9,999,449 11,141,163 12,282,878 12,015,324 80,642,195 86,035,012 88,102,013 89,437,098 96,156,552 110,940,093 Secondary education Teacher training 280,902 319,255 357,607 395,960 476,750 584,000 and HR development School grants 287,082 315,882 344,682 373,482 402,282 455,076 Total secondary education general 9,335,959 10,592,036 11,848,113 13,104,189 16,058,282 19,543,076 Infrastructure 20,000,000 25,000,000 25,000,000 55,000,000 60,000,000 20,000,000 Total estimated budget (p.285-6) 153,052,044 190,475,494 201,724,701 240,435,137 269,075,199 314,406,291 The National Education Strategic Plan 2011-2030 maps Timor Leste s first national education plan. It is interesting, not only because of Timor Leste s emerging status out of fragility, but because of its strong focus on educational quality and in particular teacher quality. Within it are interesting innovations not present in the other in-depth policy studies, such as, the development of a system to assess and monitor the impact of in service training in increasing the quality of education and the implementation of teacher competence and performance surveys to help define in service training needs. Where the Strategic Plan is weaker is in its lack of clear focus on learner outcomes and the link between and learning. Some of the detail of how the policy may work in practice, for example around the management of a system of teacher accountability is also lacking. 36

3.4 Cambodia: Education Strategic Plan 2009-2013 Cambodia s Strategic Plan 2009-2013 (Ministry of Education Youth and Sport Cambodia 2010) builds on the Cambodian Education Strategic Plan 2006-2010. According to Kim and Rouse (2011), for the past twenty years education policies in Cambodia have been driven by the global Education for All (EFA) campaign. This has meant a rapid increase in the rates of primary education enrolment, but not necessarily sustained enrolment or primary completion. The rate of primary expansion has now diminished so the priority is to get those especially hard to reach children into school. Kim and Rouse (2011) highlight challenges to the education system in Cambodia which include low pupil achievement (although there are no standardised measures of education quality, this is presumed), under-qualified teachers often with low levels of motivation and high teacher absence rates. They claim that education policies in Cambodia prior to the Strategic Plan 2009-13, had largely ignored the role of teachers with strategies to reduce repetition and drop-out rates focusing on the curriculum, offering remedial classes, student assessments and monitoring of standards: Teachers have remained largely invisible and, if seen at all, have only been considered as technicians through which educational content is delivered (Kim and Rouse 2011: 419). Teachers play a more prominent role in the Cambodia s Strategic Plan 2009-2013 (Ministry of Education Youth and Sport Cambodia 2010), with teacher quality linked to quality of education 23. Within the Strategic Plan a number of strategies are included which both directly and indirectly relate to to address educational quality 24. In some cases, little detail is provided, but they include: Child-friendly schools The Strategic Plan calls for the strengthening and expansion of Child-Friendly School programmes with activities such as effective, social emotional learning, special education and inclusive education. Guidelines are to be developed. Standardised tests standardised tests to be administered for students in grades 3, 6 and 9 with results disseminated to stakeholders. Learning standards for students - learning standards will be created for students at grades 3, 6 and 9 nationwide. Improving the curriculum and providing minimum curriculum standards the Strategic Plan also focuses on the implementation and monitoring of the new curriculum. Textbooks provided to pupils. Development of guidelines Guidelines to be developed for bilingual education for ethnic minority groups, implementation of accelerated learning for special target groups, child-friendly schools, implementation of the new curriculum in secondary schools, equivalency programmes. Improving classroom conditions and opportunities for learning this includes school feeding programmes, Reduction in grade repetition and drop-outs. Multi-grade - An action plan on multi-grade in border and remote areas and/or areas populated by ethnic minority groups to be developed annually (54). 23 The Strategic Plan also focuses on equitable access, quality and institutional capacity development. 24 In some instances the link to quality is made, in other it is presumed. 37

Outstanding student selection exam - on subjects of mathematics, Khmer literature and physics. Annual merit-based incentives for students. Strategies to support children in Cambodia most directly relate to enabling equitable access (e.g. scholarships, use of non-state providers), supporting infrastructure and feeding programmes and inclusive education. Accelerated learning, equivalency programmes and bilingual education for ethnic groups, most particularly relate to overcoming learning obstacles. Increasing per capita spending in schools (24) might also be relevant. A number of strategies to address education quality and outcomes have a particular focus on teachers and. These include: Improve teacher qualifications the Government will allow primary teachers who have not completed high school to take an exam to obtain certificates of equivalency of high school graduation. This will allow these teachers the opportunity to study at bachelor as well as post-graduate levels (and in so doing increase their basic salaries) (11). Strengthening pre-service and in-service teacher training - Teacher training curriculum review will be completed by 2012 and modules for inclusive education in teacher training curriculum will be revised in 2012. Training might include the development of management training and expansion of in-service teacher training. Training might take place in the new curricula, curriculum standards, SEN and ICT in education. It will include upgrading the capacity of non-formal education staff. Linking training to career paths - Pre-service and in-service training will be linked to career paths and promotion in order to enhance the motivation of teachers and management staff (13). Move from primary to secondary The Government of Cambodia will encourage teachers who work at primary and lower secondary schools, who have bachelor degrees, to take an exam to become high school teachers. Similarly, by upgrading the capacity of primary-school teachers and training them to become basic education teachers, this might meet the projected growing enrolment of lower secondary pupils in the years to come. Development of plans the Strategic Plan calls for an Action Plan for the capacity development of staff to be developed annually, a Master Plan for teacher development to be finalized and a plan for upgrading the competencies of secondaryschool teachers to be developed. Incentives for teachers. Increase in teacher numbers this includes inviting retired teachers to return to. Increase in hours - Guidelines on strengthening and ensuring the implementation of hours from 850-1000 hours to be developed. Teacher Code of Conduct A Teacher Code of Conduct was developed in 2008. The Strategic Plan calls for guidelines on its dissemination and implementation to be provided. Upgrade competencies of teacher educators in order to improve pre-school training. Attention to teachers in rural, remote and areas the Strategic Plan prioritises training for teacher trainees from remote, rural and areas and those with ethnic minority backgrounds. Attention will be paid to multi-grade methodologies for these teachers in these areas. Trainees from areas will be assigned to work in their indigenous areas after completing their training. 38

In terms of areas of teacher development identified for improvement, there are plans to improve pre-service and in-service teacher training but limited detail is given. How teacher development is to be enhanced is reliant on a number of other plans (e.g. the Master Plan for Teacher Development, annual action plans for the capacity building of teachers, reports on the upgrading of secondary teachers / teacher trainers competencies), the detail of which has not been fully integrated into the Strategic Plan. There are strategies where they are most needed and in particular there is a focus on the recruitment and training of teacher trainees from targeted areas and ethnic groups (54). The aim is for 1,500 new trainees (of around 5000 recruited annually) from areas to be assigned to work in their indigenous areas after completing their education (55). 95% of new graduates from teacher training colleges will be assigned to under-staffed schools, and remote areas every year (62). An assessment of new schools needed in villages which don t as yet have schools, will take place in 2012. Incentives to get teachers to remote, rural and areas include the construction of houses in rural areas (47). There are no other obvious strategies to deal with teacher needs in these areas, but the Staff Deployment Strategy will be reviewed. While no clear link is made between teacher management and development to learning outcomes. Instead, teacher recruitment and deployment are linked to access and equity of access and teacher development linked to the development of educational quality. There are moves to increase the accountability for teachers and schools (16, 22), with teachers children s learning. Policy calls for an increase(d) transparency and improve(d) performance monitoring and accountability of teachers, schools and higher education institutions (16). There seems to be a focus on performance monitoring of teachers and school inspection systems (16), but not on learning outcomes for learners. Incentives for teachers are linked to educational quality. The Strategic Plan includes the following: Linking pre-service, in-service and management training to career paths and promotion in order to enhance the motivation of teachers and management staff (13). Annual merit- based incentives for teachers (24) and performance-related pay. The call for performance-based pay reform is linked to access and quality improvements (Table D in Annex). The priority is to substantially increase classroom teacher remuneration and allowances, including the expanded priority action program, guided by broader Government pay reform, in order to create a more effective institutional framework for pro-poor access, as well as quality improvement pay rises will be rigorously linked to more efficient deployment, introduction of annual staff performance appraisal as a basis for pay rises and promotion and strengthened teacher supervision at the school level (84). In order to do this a result-based management system will be developed in 2011 (61) and annual staff performance appraisals used. An increased number of school inspectors will be recruited. The Strategic Plan includes a number of indicators related to learning outcomes at grade 9 in Khmer and mathematics, teacher education and teacher deployment. Additionally the policy calls for learning standards and student achievement to be developed at grades 3, 6, and 9 (14, 15). 39

The Strategic Plan does not include clear information on teacher governance, but some indication is given. School principals are to take a more prominent role in management of human resources at school level and a management programme to train principals will be put in place. Schools are responsible for the implementation of their school plans and ensuring national plans are implemented. An increased number of school inspectors are to be recruited. A financial budget for the Strategic Plan is provided and broken down in various ways to include recurrent and capital and combinations of both (see Table 4, Table 5, Table 6 and Table 7 25 ). Specific are included for pre-service and in-service teacher education, enhancing access for learners and teacher deployment. As in previous comparatively teacher education receives less than other initiatives over the five years. For example, core materials and textbook development gets almost four times the funding, expanding ECE around one and a half times the funding and performancebased and remote/ difficult areas posting allowances over ten times the funding. Table 4: Total MOEYS funding Cambodia (Riels Millions) 2009 2010 2011 2012 2013 Total recurrent 742,546 824,879 1,020,656 1,184,656 1,377,956 Program based budgeting 146,520 162,272 226,550 265,601 304,132 total Education and expanding 103,368 111,538 135,896 154,138 170,184 NFE development (total) Expanding ECE 5,982 6,553 7,130 7,700 8,267 Strengthening quality and 45,038 43,775 44,331 54,270 60,456 efficiency of education at primary level Strengthening quality and 32,100 36,360 50,131 55,672 62,193 efficiency of education at secondary level Equitable access to education 6,917 8,230 9,280 10,342 11,497 and scholarships for and poor students Expanding NFE 9,721 6,860 7,724 8,505 9,471 Education support and management and good governance (total) Development of pre and inservice teacher education Core materials and textbook development HR management and efficiency strengthening Capacity development for management, finance, planning and material base Monitoring and evaluation: education sector performance (source: p.97-98) 37,783 44,823 72,219 80,165 88,729 3,898 4,030 4,538 4,996 5,566 14,473 15,783 17,369 18,903 20,954 16,701 17,954 20,216 22,258 24,506 1,839 4,695 26,434 29,104 32,412 157 220 248 594 678 25 In some instances only relevant budget lines are included (so totals might not always add up). 40

Table 5: Total capital budget Cambodia (Riels millions) 2009 2010 2011 2012 2013 Total capital 17,215 30,395 408,585 412,672 417,252 General education and NFE 7,923 16,811 26,449 33,664 40,466 development Education service support 9,267 12,351 372,877 369,230 366,753 and management and good governance Construction 0 0 287,033 286,957 288,564 Capacity building 12 10,524 304,255 302,467 303,679 Technical cooperation 17,203 19,871 104,331 110,205 113,573 (source: p.98-99) Table 6: Total recurrent and capital MOEYS funding (Riels Millions) 2009 2010 2011 2012 2013 Recurrent 742,546 824,879 1,020,033 1,184,656 1,377,956 Capital 17,215 30,395 408,585 412,672 417,252 Grand total public 759,761 855,274 1,428,618 1,597,328 1,795,208 (source: p.99). Table 7: Breakdowns of Financing Plan (Riels Millions) 2009 2010 2011 2012 2013 Management and strengthening the efficiency of Human Resource (p.63) Recurrent programme 16,701.4 17,954.0 20,216.0 22,258.0 24,506.0 Teacher re-deployment and 2,011.4 368.0 414.4 456.2 508.2 new trained teacher deployment support program Performance-based and 12,886.5 15,258.0 171,780.5 18,195.7 21,072.1 remote/ difficult areas posting allowances Capital programme 535,544.0 486,527.0 546,920.0 576,775.0 606,630.0 Total resources 552,245.4 504,481.0 567,136.0 599,033.0 631,136.0 Development of Pre-service and In-service Teacher Training (p. 56) Recurrent Program 3,898.0 4,030.2 4,538.0 4,996.3 5,565.9 Operation budget of 25 TTCs 1,704.5 1,743.5 1,963.2 2,161.5 2,407.9 Education management 496.7 414.3 466.0 513.1 571.6 development program Continuous teacher 1,552.4 1,752.4 1,973.6 2,172.8 2,420.5 development program/inset Capital programme 3,235.2 3,200.0 3,056.0 1,600.0 0 Total resources 7,133.2 7,230.2 7,594.0 6,596.3 5,565.9 Expansion of non-formal education programme (p.33) Recurrent programme 9,721.0 6,860.0 7,724.4 8,504.5 9,471.0 Expansion of re-entry / 1,907.6 1,385.9 1,426.8 1,570.9 1,749.9 equivalency programme Upgrading capacity of nonformal 278.6 0 400.0 440.4 490.6 education staff Capital programme 0 100.8 3,342.3 3,486.0 3,696.0 Total resources 9,721.0 6,960.8 11,066.7 11,990.5 13,167.0 41

Overall, Cambodia s Education Strategic Plan 2009-2013 is interesting because of its focus on learners and how teacher education / teacher deployment can be used to enhance educational opportunities for these groups. While there is a strong link between teacher education and quality, the link between teachers and learning outcomes while present, is less clearly made. Like South African policy, there is a focus on testing student outcomes across grades 3, 6, and 9, but unlike South Africa the rationale for this or explanation as to why certain strategies have been introduced, has not clearly been made. 42

4 Discussion and Conclusion This report provides an overview of how national education and responds to a set of specific questions which focus on strategies to improve learning, links between teacher quality and learning outcomes and how policy seeks to overcome the most. Additionally, the report focuses on how policy addresses mechanisms to support, motivate and monitor teachers. While learning is important in about a third of the policy documents reviewed, one of the major findings of this report is the limited focus on learning in many of the other policies. Given that these are national education policies, it is difficult to understand how learning is not more central. Also surprising are the limited clear linkages made between teacher quality and learning outcomes in many of the policy documents. A summary of other key lessons and observations related to the inclusion of and learning in education policy are highlighted below. Policies with a clear learning aim do not necessarily have different or stronger strategies to than others where learning is less prioritized strategically. The role of parents and guardians in supporting education is missing from the large majority of policy documents. Many countries use / plan to use the data gained from student assessments to shape policy interventions around learning. Overall the focus on children in education policy prioritises access to education, with increased learning a by-product of this increased access. Policies do not tend to focus on the learning needs of these children as distinct from other children, apart from children with special educational needs. In order to support teachers working with pupils, training sometimes takes place in multi-grade methodologies and children with special educational needs. However, there is little other obvious support to teachers. Teacher deployment to remote and areas is a priority in the majority of policy documents. Incentives are provided and in some cases trainee teachers from these areas, encouraged into. For the most part there isn t a strong link between learning outcomes and teacher management. While policies discuss accountability and teacher accountability for the most part there is little structure as to how this might work in practice and the implications for underperforming teachers. While many and learning, some do not. The focus is on quantifiable indicators relating student learning outcomes and teacher qualifications. A broader range of indicators might include a greater focus on teacher practice and behavior. There tends to be limited detail given on teacher governance structures and responsibilities of different stakeholders. The report shows a range of strategies that both directly and indirectly support and learning in schools. Although the actual impact of these initiatives on learning outcomes is not within the remit of this study 26, a summary of the types of schemes a policy looking to strengthen and learning might include is provided below. It seems clear from this list that much of the support to enhancing learning outcomes is located within the incentivisation, training and support to teachers. Overall policy focus 26 although may be interesting for a separate literature review. 43

A specific and distinct focus on learning in policy that includes a link between quality and learning outcomes. A differentiation between strategies to enhance learning as different to those to enhance quality. Types of school Identifying school types that impact on learning outcomes. The development of Early Childhood Development initiatives. Non-formal education equivalency programmes. Teacher education Setting standards for teachers e.g. defining the expected competencies and practices of teachers, possibly through a Teacher Development Plan. Monitoring of in-service education to improve quality. Training of non-formal education teachers, as well as pre-service and in-service training programmes. School-based mentors and / or cluster-based support to teacher training. School-based support to NQTs as they start their careers. Development of from rote-learning, towards active and participatory learning methodologies. Teacher accountability and performance A direct link in policy made between teacher performance and learning outcomes. Systems in place to manage teachers to outcomes, make teachers identify processes to enable increased accountability. Measures in place to address teacher absenteeism. Introduce a teacher appraisal system so teachers can set goals to enhance performance. Performance-related pay. Learner outcomes Policies to set learning standards. Data to be collected from national learner assessments in order to shape improvements to strategies around learning. Develop guidelines on dissemination of student achievement results to and self-learning. Learning needs of children Identify specific learning needs (as different to access needs) of children from households. Provide incentives to attract teachers to areas. Develop an inclusive definition of special educational needs. Support teachers to identify learning needs of children from households. Classroom-based initiatives Schools to provide remedial support to learners in need. Policy makers to look at language of instruction, particularly in the early years, to see how this affects learning. Role of stakeholders: Policies to include guardians and the local community in enhancing learning. Teacher governance Clear lines of responsibility for teacher governance outlined in policy. Budget Budget breakdown to include costings for and learning initiatives. Costings to be scrutinized to see whether an appropriate monetary value has been placed on individual and learning activities, compared to other initiatives. 44

The paper has provided useful insight into how and learning is. An important way to take the discussion forward will be to engage the findings more fully with key academic debates in the field. Some sort of meta-analysis of how well strategies to enhance and learning work out in practice, might also be useful. 45

5 Annexes 5.1 Annex One: Terms of Reference Title of Work: Review of national policies on Objectives: This purpose of the Work is to provide a mapping of national policies on across 40 countries in the Arab States, sub-saharan Africa, and South and West Asia. The main focus should be on how national reforms to, in particular to reach groups. Particular attention will be paid to teacher reforms to outcomes. Based on the mapping, 6 education policies will be selected for more in-depth analysis. Specifically the Work will: Objective 1: To provide a mapping of 40 recent education policy documents (those published within the last 5 years) to identify the extent to which strategies to and in primary and secondary education are included, in particular reforms to support learners. The selection of the 40 education policies will be decided in consultation with the GMR team. The following questions should be answered: To what extent factor in If so, how is this where they are most aimed at teacher quality? schools, school-communities, Objective 2: Based on this mapping, and in consultation with the GMR team, 6 education policies will be selected for in-depth analysis. Selection of the 6 education policies will be based on the following criteria: (1) Those that have more successfully addressed learning and in their strategies, particularly ones that have aimed to reach learners (2) Those that provide details on teacher reforms to support improvements in. The in-depth analysis will address the questions in Objective 1 in more detail, and will pay attention to the following issues: What type of reforms needed to improve education quality are prioritized? In terms of education quality, which and learning inputs are prioritised? Which areas of teacher development are identified for improvement? To what extent do the strategies outlined deal with the teacher needs of rural and/or urban poor areas, or How are challenges of teacher deployment dealt with? How do plans deals with teacher accountability to ensure learning outcomes improve, with attention to learners in particular? 46

What proposals are put forward for motivating teachers to improve quality education? Which teacher incentives are targeted? What arrangements are proposed to support reforms to and, and on teacher quality reforms in particular? How much funds are these reforms (overall, and as a proportion of the education budget) Sources: IIEP database on Education Policies and Programmes Output The work shall consist of approximately 9000 words (excluding tables, appendices, annexes and bibliographies) written in the English Language at a very good level The work shall be structured as follows: Abstract (100 words) Introduction (200 words) Section 1: Analysis of mapping of policies across countries (2400 words) Section 2: 6 country case studies (1000 words x 6) Conclusion: (300 words) Appendix: Excel spreadsheet of policies across countries 47

5.2 Annex Two: Country Analysis Table To what extent factor in aimed at 5.3 Afghanistan Interim Education Plan 2011-3 (Ministry of Education Afghanistan 2011) Main focus is on access and retention. Improving learning is mentioned but not an obvious priority. Access to education in deprived areas is crosscutting issue (3). Various strategies include: increasing number of schools (for specific groups of children), building latrines and water access, establishing community schools (included accelerated learning programme) and female teachers in rural secondary schools. Various community negotiated strategies in hard to reach areas (e.g. imam as teacher, election of teachers) (67). Distance education programmes (74); support to inclusive education (45). Yes. Emphasis on quality improvement through designated teacher improvement activities (3). An objective is to develop the capacities of all teachers to improve the quality of and the learning achievements of students (4). IP has elements of emergency education, including relocation of female staff to rural schools (2). Relocation of 1200 female teachers to 200 rural schools to facilitate access and retention of 24000 children to secondary schools (68). Teacher development issues are included in the results area to Strengthen the Quality of Education (50-1). This includes teacher qualifications and teacher training programmes. Not specifically linked to learning outcomes (86-9). Yes. Policy on quality calls for promot(ing) teacher accountability. But not sure if links to learning. No. Monitoring via EMIS will look at monitor progress, including improvements in girls enrolment and retention rate, reduction in gender and rural disparities and improvements in students learning achievements. Annual report focus on enrolment, student-teacher ratios, studentclassroom ratios, exam results and other data on learning achievements. Not clear. One general objective includes strengthening the participation of parents and local elders in the management of schools through the establishment and training of school councils (68). But there s little clarification as to the role. Also role of community might differ in more cut off areas where it s proposed to give them more powers (67). Budget breakdown (115-121). There s data about teacher education and programmes for increasing access. Less in learning outcomes as this wasn t the priority. 5.4 Bangladesh PEDP III (Directorate of Primary Education Bangladesh 2011) Learning outcomes are one of the six Universal Participation and Completion and Yes. In policy there are 4 main Partly. In Effectiveness results area, needs Teacher development is linked to learning Within Teaching and Learning Partly. Resultsbased management Information given about teacher governance. Yes. Component project summary 49

factor in aimed at results area (results in these areas to be monitored by 15 key performance indicators). Learning and Teaching is one of the four components of PEDP3. Reducing Disparities are 2 of the 6 results areas. Quality education for all and equity both key (vi). Strategies include: infrastructure development; providing sanitation and water to schools; providing school health and school feeding programmes; providing stipends to the poorest children; one year preprimary education; equivalency of formal and non-formal education; mainstreaming inclusive education; and providing education in emergencies and disasters (3-4). Components including Learning and Teaching. Within the Learning and Teaching component Learning Outcomes is the Results Area (there are 6 results areas in total in policy). Strategies include: developing pedagogies; teachers each child s learning; revised curriculum and textbooks; classroom and schoolbased assessment; teacher pre-induction training upgraded to Diploma in Education (3). Training to be justified in terms of performance objectives (10). based recruitment and deployment of teachers system is highlighted (9). Clear criteria will be applied to determine the actual need for new teachers on a school-byschool basis. Recruitment norms introduced under PEDP II will be mainstreamed. Strengthening systems for teacher deployment and promotion is one of the strategies (linking to completion and reducing drop out) (4-5). outcomes. Teaching and Learning component includes Diploma in Education (Dip-in-Ed), demandbased in-service training, and teacher support networks (6). In Decentralisation and Effectiveness component, and teacher deployment and promotion included (4). In the Reducing Disparities results area regional disparities will be addressed through a progressive, needs based initiative to improve the school environments and develop infrastructure so not linked to teacher deployment. Move towards needs based recruitment and deployment of teachers. Clear criteria will be applied to determine the actual need for new teachers on a schoolby-school basis. DPE centrally advertises and recruits teachers based on component teachers are each child s learning (3). Under the Shikhbe Protiti Shishu [Each Child Learns] subcomponent making teachers producing significantly better classroom performance by all children is an aim (6). Teachers responsibilities are highlighted in Section 4 Functions of School and Community (88) and include lesson planning, CPD, developing aids, etc. Teachers accountability: teacher performance review includes comments on students learning outcomes in the classroom Models facilitate creation and replication of good practices; Models initially based on learning outcomes for Grades I, system has key performance indicators on pupils attainment levels (5). There is a drive to decentralise. Schools should have School Level Improvement Plans which address learning outcomes and primary completion. Leadership at school level in particular in instructional supervision of to be enhanced (8-9). School Management Committee responsibilities include M&E of teachers (88).. The district primary education office is responsible for teacher management and textbook distribution to the upazilas. The Upazila Education Office ensures teacher salaries are paid, inspecting school, and distributing textbooks. Upzila education offices provide academic help and supervision (mentoring) to schools and teachers. Head Teachers (88) have a particular responsibility to support and monitor their teachers in ensuring that ensure the learning progress and achievement of all children. Duties include: Classroom duties as required: costs are highlighted on page 29 which includes total amount for Learning and Teaching component. This looks to be: US$433,679,780. 50

factor in aimed at requirements determined by the upazilas and districts (55). II and III especially in Bangla and mathematics (2). Ensure the timely attendance of teachers; Ensure that teachers conduct effective learning & conduct assessment for learning progress and achievement of all children; Ensure the participation of all teachers in the CPD Activities; Provide educational opportunities for all of the children in the school catchment; Provide facilities for and learning; Ensure proper and attractive school environment; Carry out regular academic supervision & give feedback to teachers using Record of Professional Development (RPD) (88-9). 5.5 Belize Education Sector Strategy 2011-6 (Ministry of Education Belize 2012) Strengthening governance throughout the sector with an emphasis on learning achievement is one Strategies to increase access include: action to bring children into primary school at age 5 (23); incentives for teachers to run programmes to get Yes. Under quality of education objective one of the sub components is: Improved effectiveness of teachers in supporting No. No detail given. Policy focus on accountability seems to focus on schools rather than individual teachers. Schools being accountable to Yes and these are linked. Targets for Improved Effectiveness of Teachers in Supporting Student Achievement are: Not a comprehensive account of teacher governance. Increasing responsibility for monitoring teacher performance (in terms of Budget included but not detailed to reforms level. Costings for sub- 51

factor in aimed at of the three policy goals (22). Strategies for learning: dropouts back in school (23); mobilising communities to get children into schools (23); providing free transport to schools (24); school feeding programmes; fee waivers (24); Support to SEN and training to teachers in SEN (27); study to look at how language diversity impacts on experiences (34); paying exam fees for students (35). student achievement at all levels (31). Strategies include: teachers demonstrating effective classroom competencies measured on a new competency framework; teacher education programmes meeting new national standards; teachers appropriately licensed (29); teacher training; better induction for NQTs; improved curriculum resource materials for teachers; although this is not explicit. There is a policy focus on accountability for results (36). Policy sees: improved accountability for learning achievement as the basis that must underpin how the system is managed (39). Teachers - set goals for improvement (31). Parents - can expect at least two individual parentteacher consultations per year to discuss pupils progress. Standardised termly reporting system providing a narrative assessment of child s progress and attainment (39). Transparency increased via Ministry of Education website providing key education documentation. This 1) 75% of teachers demonstrate appropriate classroom competencies, including skills in formative assessment; 2) Yearly improvement in examination performance in 75% of schools, measured by : Increased examination entry (percentage of enrolled who sit examination) Improved examination performance (no. of pupils who achieve satisfactory status) Improved BJAT scores in 75% of primary schools. There are also teacher education: 3) Percentage of teachers in each district with full licence (appropriate to the level at which they are ): 25% at pre-primary level, 75% at primary level, 50% at secondary level 4) At least 50% of learning outcomes) seems to be with school leader, but district level takes overview. Competency framework that captures levels of proficiency across a number of key areas will be used to monitor teachers: those involved in the training, support, management and monitoring of teachers - most significantly principals, vice principals, managers and district staff will be trained in first hand observational strategies, such as classroom observation, so that they are equipped to manage actual teacher performance within the competency framework (31). School leadership training will support head teachers to provide training and support for teachers in developing their capacity for formative assessment, their ability to systematically and constantly check learning, breaking away from the current practice of simply recording what has been taught to what has been learned, measured against the desired sectors included e.g. primary and SEN (43), some capital costs identified. 52

factor in aimed at will include: School supervision reports and annual school report cards (41). teachers SaT in all institutions are professionally qualified. curriculum outcomes (34). In order to do this training to increase school leaders capacity to use data to track changes and monitor for improvement to schools; District personnel have an overview of which schools are doing well and to develop CPD framework around this. In order to improve accountability of schools to community school parent bodies will be established (though currently not strong) (39). A National Quality Schools Framework (including and learning processes) will be developed and rolled out to schools. School inspections take place and are aligned to the other quality assurance and reporting processes e.g. school report card system (40-1). 53

factor in aimed at 5.6 Bhutan Tenth Five Year Plan 2008-13 (Gross National Happiness Commission 2009) Improving learning not a major focus and is not one of the four target areas (113). A major focus is achieving 100% access to primary and increasing number of secondary schools. Focus on increasing access for the most : community schools and classrooms in remote areas. Extending boarding facilities and stipends to the poorest families. Strengthening education for children with SEN (but strategy non-specific). Teachers linked to quality of education, but not learning outcomes specifically: teachers are the key element in ensuring quality of education (108). Strategies to improve quality of education: increase numbers of teachers; incentivise teachers; improve curriculum. Yes. One of the 19 objectives includes: Enhance equitable distribution of experienced and qualified teachers across all schools (109). Incentives: scarcity allowance and difficulty allowance in particular to teachers posted in rural and remote schools (112); living quarters for schools in rural/remote communities (109). Improving learning outcomes not a focus of policy. However - Teacher recruitment is linked to quality (108). Teacher development ITE is linked to quality. It is to be increased to four years so trainee teachers can gain mastery of subject to undergrad levels. No. No indicators. No, this is not clear. One of the 19 objectives is: strengthen and improve education management system at all levels with particular emphasis on school level management (109), but the scope is not clear. No. There is a budget, but it s not broken down. 5.7 Cambodia Education Strategic Plan 2009-2013 (Ministry of Education Youth and Sport Cambodia 2010) Main policy priorities include equitable access, quality and institutional / capacity development. Not a focus on learning as such. Strategies for learning: include: developing guidelines on Increasing access barriers, ensuring equitable access and retention are key programme objectives. Strategies include: increase participation of the private sector and communities in all levels of education; construction of new schools and community learning centres (26); Teacher quality linked to education quality. One of the ways to Improving the Quality and Efficiency of Education Services is to improve the quality of, learning and research at all levels nationwide (15). That said, teacher education / teacher quality not linked to quality objective Yes (11). Recruitment and training of teacher trainees from targeted areas and ethnic groups (54). 1,500 new trainees from areas will be recruited annually and assigned to work in their indigenous areas after completing their education (55). Incentives: construct Not linked to learning outcomes. Teacher recruitment and deployment linked to access and equity of access. Teacher development linked to development of quality. Management seems linked to teacher Moves to increase accountability for teachers and schools (16, 22). This seems to focus on operational (schools), performance monitoring (teachers and schools) (16, 23). There are calls for There are some indicators: Grade 9 Khmer literature (pass?) increased from 62% in 2009-2010 to 80% in SY 2013-2014. Grade 9 mathematics increased from 32% in 2009-2010 to 70% in SY 2013- Not a comprehensive account of teacher governance. There is a move towards decentralisation, with a call for increased transparency and improved performance monitoring and accountability of teachers, schools and higher education institutions (16). Exact roles in practice are Yes, budget broken down to include, e.g. strengthening and learning activities (25), merit based incentive for secondary students (28), NFE and upgrading of staff (33), and teacher education (57). 54

factor in aimed at dissemination of student achievement results to improve selflearning developed by 2012 (23); provide meritbased incentives for students annually at secondary level (27). Strategies to improve quality of education: teacher incentives; curriculum; classroom conditions and learning materials; libraries and laboratories (11). dormitories for (female) students, increase scholarships for poor students (11, 29); all six year olds in primary; primary school feeding; programmes for marginalised youth; scholarships to HE; expand public/ NGO/ community partnerships in formal and non-formal education in areas (15); pre-school; assessment of new schools needed; food for poor families (22); accelerated learning for target groups; various guidelines to be developed e.g. bilingual education for ethnic groups (22); scholarships to poor students (23); SEN support (23); use of community teachers (23); school operational nationwide, annually, based on agreed block grants, increased and per capita spending formula, especially for schools (24); Child friendly school programmes; disseminate the importance of education to communities; provide indicators (87). Strategies to improve the quality of education: incentives to teachers; curriculum; encouraging outstanding students; training teachers; upgrading methodologies; classroom conditions and learning materials; libraries and laboratories (11); staff development for teacher trainers; training in multi-grade ; training on the use of new curricula and curriculum standards (61); measures to get children into school; enhancing management capacities; strengthening the code of conduct; strengthening PRESET and INSET systems; career paths and promotion for teachers (13); increase service remuneration (16); cluster schools master plan revised; code of conduct houses in rural areas (47). performance (16), rather than learner performance (16). an increase in transparency (23). 2014 (27). Learning standards and student achievement to be developed at grades 3, 6, and 9 (14, 15). Teachers indicators around access to training and deployment: CPD - 3,000 primary-school teachers trained and upgraded to become basic education teachers; ITE - 5,000 new trainees recruited annually to TTCs. 40% from rural / areas and with ethnic minority backgrounds. Deployment - 1,500 new trainees from areas will be recruited annually and assigned to work in their indigenous areas after completing their education (55). not clear, but it is clear (below) school principals to take a more prominent role in management of human resources at school level. Community enhanced parent/community involvement in all stages of schooling, especially commune councils. (22). Guidelines to be developed and revised. School School principals are to be equipped with various types of skills so that they can take more active leadership roles in their respective schools and take the necessary measures to ensure efficient and effective management of human resources at school levels. Capacity development program for education management (55). Increased educational institutions operational autonomy and accountability for operational and program decision making (23). Each secondary school will be responsible for the formulation and 55

factor in aimed at assistance to disabled children e.g. glasses, pushcarts and earphones (24) guidelines on equivalency programs developed (31). Guideline on strengthening and ensuring the implementation of hours from 850-1000 hours developed in 2011 (23). developed; focus on hours; upgrade capacity of non-formal education staff (32); Action plan for the capacity development of staff developed annually; master plan for teacher development to be finalized; plan for upgrading the competencies of secondary-school teachers. implementation of its school development plan.. The school will also be responsible for managing and implementing every national program set at national level, strengthening good governance and school management (28). National - strengthen education system performance monitoring and impact systems (23). Increased number of school inspectors to be recruited. 5.8 Ecuador Ten Year Education Plan in Ecuador 2006-2015 (Ministerio de Educacion Ecuador 2007) There are 8 education policies the first three are directly about access at different stages. One of the policies is: Improvement in the Quality and Fairness of Education and Implementation of the National Testing System (5-6). Strategies include: free text books grades 1-7; elimination of $25 payment for grades 1-7 (7, 13); voluntarily retiring teachers to cut costs and then hiring new teachers (7-9); retiring night school teachers to be replaced by pre-school teachers (16); inclusive education and inclusion of children with disabilities (19-20); literacy in native Learning outcomes not a focus. Teachers linked to broadening access and remote link to quality, but no detail given: under the quality and fairness of education and introducing national test theme one of the plans is discussion and drafting of a new model for the five year period. No, but there is a housing subsidy for teachers (34). No link to learning outcomes. Links are to increasing access (i.e. voluntary retirement of older teachers to afford larger number newer recruits). No. No, indicators. However there are plans to develop them for and learning. Policy calls for: implementation of the national testing system (measurement of academic achievements, testing institutional There is no mention of teacher governance. No. 56

factor in aimed at language grades 1-3; developing a telesecondary school; increase in number of schools and upgrading of facilities (29). Strategies around teachers: making a more attractive profession; incentives for voluntary retirement for teachers; incorporating new teachers - ensuring quality through registry of eligible candidates (7); initial training curriculum revised; development of training and professional development system; new salary policy (34). work and evaluation of performance based on standards for all levels and modalities in the system) (29). 5.9 Egypt National Strategic Plan 2007-12 (Ministry of Education Egypt 2007) Policy Goal no. 1 is ensure high levels of quality education performance (education outcomes) (17). Under the basic education goal talks of ensuring all students acquire basic skills of reading, writing, maths and science. Equal access for all young people in Egypt is fundamental policy goal no. 3. Strategies include: school construction (focus on deprived areas) and expansion of classrooms / facilities; expanding ECD programmes and reducing costs for children from poor families; school feeding No clear link between quality of teachers and learning outcomes. Teacher quality linked to: maximising the returns on human capital at the national level. Strategies linked to teachers: build capacity of staff in new curriculum; professional Yes. Teachers should move from overstuffed schools to understaff schools. No. On developing the HR system, the policy talks about the aim to: achieve the MOE mission of maximising the returns on human capital at the national level. Unclear whether there is a link to learning. No. Accountability and transparency are one of the key principals (there are 11) of the policy, but the policy talks of schools accountability to community for students achievements rather than teachers. No indicators. There is talk of setting up a M&E system up which includes monitoring learning outcomes. National standardised achievement tests for school subjects and aptitude tests to be developed and performance Not a comprehensive account of teacher governance roles and responsibilities not clearly defined. Policy describes decentralisation and effective management at school level. Fundamental policy goal no. 2 is to: ensure efficient system management effective community participation and decentralisation (17). No. 57

factor in aimed at Strategies: new curriculum, school construction, ensuring access, teacher development. for primary children; out of school children programmes; education to 10% of children with SEN by 2012 and develop facilities for this e.g. resource rooms in schools and trained staff. development of teachers at school through cascade training; implementing a new cadre ; professional academy for teachers; providing teachers with career ladders and HR system support. indicators to be developed. School - Apparent increasing emphasis on school-based management. Development of School Improvement Plan. Community - There is talk of communities being involved in decision making and a continuous improvement cycle which include school selfevaluation and a school improvement plan. 5.10 Ethiopia Education Sector Development Program IV (Federal Ministry of Education Ethiopia 2010) Priority alongside improved access and retention. One (out of seven) key outcomes for general education is: learning outcomes improved at primary and secondary schools through the reinforcement and better coordination of key quality inputs and processes (6). Strategies: early drop out awareness raising sessions for teachers, principals and trainees; expanding school feeding programme; school facilities; raise harmful traditional practices (HTP) with trainee teachers (22); multigrade classes; scholarships; alternative education e.g. mobile schools, para-boarding for pastoralists and semipastoralists (32); Yes, the policy calls for: a strong improvement in student achievement through a consistent focus on the enhancement of the / learning process (6). Strategies include: pre-service and inservice training; monitoring and support of teachers. School staff to be given tools, resources and training to Partly. There is a plan to recruit more teachers from emerging regions and more female teachers (22). Teacher development is linked to improvement of quality of classroom (21). Also development of school leaders and supervisors important (24). Yes, partly. Teachers at all levels will receive professional licensing that will enhance their accountability and responsibility to implement a quality oriented and learning process (20). Yes. They include teacher and school leader qualifications, inservice training and numbers of female trainee teachers (25, 92). They include indicator for pupils results in Core Subjects National Learning Assessment at grades 4, 8, 10 and 12 (93). No. Policy suggests importance of school staff and their surrounding communities taking responsibility for their own improvement (23). School inspection services Yes. There is a breakdown in costs (96-103). Budgets then broken down further e.g. to include school feeding and scholarships (101). 58

factor in aimed at Strategies: increase latrines and water; training in SEN, increasing facilities in schools and increased support to schools (76). prepare plans and take relevant action where local challenges are identified (21-2). 5.11 Gambia Education Sector Medium Term Plan (Department of State for Basic and Secondary Education Gambia 2008) The main focus of policy is on access and equitable access (18). Quality is a crosscutting issue (37). That said there are strategies to (with a focus on science, maths and ICT) (55). The Quality Assurance Programme aims to outcomes in Grades 1 12. Strategies include: improvement of school management, the establishment of an effective integrated quality assurance system, curriculum development, adequate supply of and Strategies: madrassas in some areas (government funding for madrassas to recruit own teachers and train towards national certificate) (22); donkey / horsecarts to transport young children in outlining villages to school (25); local languages used in early years; scholarships to girls in certain regions at upper basic and senior secondary; increasing female teachers (44); SEN training, support and intervention (53). No. Increasing teacher quality is linked to increasing access at lower secondary and secondary levels (24, 29). Teacher quality is not highlighted in the Quality Assurance Programme rather, supply of and learning materials (63). Strategies for teachers: To increase quality of teachers policy calls for inservice and preservice training needed (54); clusterbased monitoring of and learning in schools (25); increase school-level pedagogic support visits from once monthly to once a week by cluster monitors (in order to No. Teacher development linked to improvements in learner access and quality. The improvement of school management is one strategy of the Quality Assurance Programme which aims to improve learning outcomes in Grades 1 12 (63). No. Partly. Learners - there are % targets for increasing gradelevel competence in core subject areas e.g. grade level competence in core subjects from 46-60% (38) In order to do this surveys will be carried out at all levels, including annual testing at Grades 3 and 5, to establish progress in learning achievements (38). There are targets for numbers of teachers to be trained, especially in maths, ICT and science (55). Summary indicators (p. 83) only include access and quality No clear guidance on teacher governance. School clusters clusterbased monitoring of and learning in schools (25). Increase school-level pedagogic support visits to once a week by cluster monitors (in order to increase quality) (38). Schools improvement of school management. National - establishment of an effective integrated quality assurance system (63). Yes. There are financial breakdowns of costs per subsector and within sub-sectors, including teacher education costs. 59

factor in aimed at learning materials, efficient and effective quality monitoring system at all levels of the sector (63). Cluster-based monitoring is promoted. increase quality) (38). indicators. 5.12 Ghana Ten year plan for education in Ghana (Ministry of Education Science and Sports Ghana 2006) Policy has a focus on access and safeguarding quality with increases in access. Strategies for learning: Strategies: abolition of school fees and introduction of capitation grants 27 ; extra classrooms and teachers; semipermanent classrooms; school feeding; provision of bikes for older girls to attend distant schools; construction of secondary schools; Construction of SEN schools; girl scholarship programme; sensitisation of communities on importance of girls education; school feeding in most deprived regions will Teacher education linked to quality education (2, 16). Strategies for teacher education and quality education: teacher training via distance education; district sponsorship scheme of teacher trainees; teacher training course at the Teacher Training Colleges upgraded from a certificate to a tertiarylevel diploma qualification and all teaches to be trained to this level; access courses for teacher Yes. There is a district sponsorship scheme where 48% of new teacher trainees sponsored by the deprived districts. Incentive: teacher accommodation for basic schools. There is also reference to incentive schemes (17). No No. Accountability related to schools being accountable to communities. Yes, some teachers. Primary education trained qualified teachers - 95% by 2015 (7). But also primary education trained primary teachers 100% by 2015 (16). JSS trained teachers 100% by 2015 (16). No clear guidance on teacher governance. The Education Management Information System will provide comprehensive data and reporting on enrolment, quality & management at all levels of education (3). School supervision and inspections take place (17). Policy calls for establishment of SMCs. Yes. This includes breakdowns of costs for e.g. construction projects, capitation grants, school feeding, scholarships: teacher training / INSET etc.(20-40) 27 In 2004, capitation grants were introduced into public primary schools in the 40 deprived districts in Ghana to encourage enrolment and retention. All levies were banned, which would prevent any student from going to school. In 2005, the capitation grants were extended to all public basic schools (KG, Primary and Junior Secondary School) across Ghana (10). 60

factor in aimed at include take-home rations for female pupils, at senior primary and JSS level (to encourage retention at these levels); satellite schools within clusters of communities for children who cannot walk longer distances to schools (11); one model secondary school in each of the 138 districts (11); training colleges to assist females teachers enrolling (4). 5.13 Guinea Bissau (Ministry of National Education Culture Science Youth and Sports Guinea Bissau 2010) Major focus on access and universal completion of primary education cycle at an improved standard (12). There is a section on the standard of primary education. Strategies: work on the curricula, distribution of official programs to all schools, buying textbooks and manuals, setting up of on-going Strategy: to encourage the demand of vulnerable groups; study to identify existing barriers to primary enrolment; new builds / classrooms; schools fee-free; provide compensation for opportunity costs (although community payments for buildings and some learning materials); NGOs to provide learning materials; increase demand by advocacy and community involvement; school feeding (19); pre-school (key to providing universal access from Yes. In the future: regular evaluations of pupils attainment will help to identify what is required to improve performance, and to take the appropriate corrective measures (38-9). Strategies for teachers: providing aids (manuals and kits); increase hours (14); reduce teacher training for primary and preschool from 3 to 1.5 years to train more teachers (16); training Yes. Focus on rural schools in certain areas (19). Incentives: 10% of teachers to get isolated area bonus which will be 20% of salary (21). Main focus is on access rather than learning outcomes. Policy does state that evaluation of pupils attainment levels will help shape measures to improve performance (38-9). Recruitment based around access and equitable access needs (36). Partly. Policy calls for: regular evaluations of pupils attainment will help to identify what is required to improve performance, and to take the appropriate corrective measures (38-9). Policy includes the expected number of teachers to be trained. There are moves to introduce national testing and monitoring of learner results in the future (37-8). No clear information on teacher governance. School management - Headmasters (sic.) will be provided with a management manual and will be trained to use it, in order to improve their performance (36). Training of headmasters to: improve support system (38). This training will be based on a guide that will clearly outline administrative and responsibilities, and which will provide examples of documents that should be kept (registers, visitors books, Budgets are broken into sectors e.g. primary, secondary and teacher education. These are then broken into sub-section e.g. increasing access. 61

factor in aimed at training, improve school environment (water and sanitation) and the training of headmasters; development of curricula based on a survey of current practices (28). age of six) (25); developing a strategy for SEN (27); increase in weekly hours per teacher. that takes place will be more intensive (38); training of teacher trainers (38); national testing and monitoring of results (38); teachers ongoing training (27), esp. in science and Portuguese. etc.) (27). Community there is a call for communities to inform authorities about the number of hours teachers are. Authorities will then hold teachers to account (i.e. controls and sanctions) to persuade teachers to stick to their number of hours (36). Parents will be invited to join parents associations (PA), and will be trained and involved in all aspects of school management (36). Inspectors there is a school inspection service Regional directorates - serve as an interface between teachers and the central and departmental administration around issues such as administrative tasks, pay, medical procedures, etc. (36). 62

factor in aimed at 5.14 Guyana Strategic Plan 2008-13 (Ministry of Education Guyana 2008) Focus more on quality rather than learning. Strategies: Interactive radio instruction (IRI) to teach maths in early years promoted as a means to improve attainment (36); remedial programme for pupils in grades 6-7 who haven t reached appropriate standards in numeracy and literacy (36); facilities and buildings; development of School Improvement Plans (36). Increase the number of nursery and primary classes in the hinterland regions (8); multigrade in the hinterlands (9); teacher training in SEN; some flexibility in term dates considered in some regions (37); use of technology to support classroom ; school feeding / milk and biscuit programme for most vulnerable groups (38). Remedial support No. Teacher quality is linked to quality of education - lack of teacher education and teacher absenteeism are noted as problems. Strategies for teachers: increasing the proportion of trained teachers; training teachers in new curriculum; more regular and systematic support for teachers (8-9); distance training for teachers (37); increased training for teachers in SEN and HIV and AIDS (11); scholarships for teacher educators (40). No. Teacher development and training are included, but links to learning outcome not made (40). No. Yes. The logframe has: - teacher-related indicators (i.e. teacher attendance levels, teacher development) (43); - some learning indicators (% children reaching certain levels at different stages) (44-57). No, very little mention of teacher governance. Community - mention of school boards and establishment of PTAs to support the school but no detail given (37). In the logframe there s reference to teacher attendance which will be verified by records from regional and school records (43). There are plans to establish a centrally based monitoring and evaluation system with indicators (12). This central unit (MERD) will make monitoring visits to a sample of schools to validate data presented by (district) officers on which will focus on and school achievement (42). Financial plans (57-9) go into basic detail of cost and funding. There is an annual cost for teacher training, school feeding programme and new classrooms (58). 63

factor in aimed at 5.15 India Eleventh Five Year Plan 2007-12 (Planning Commission Government of India 2008) Focus still on access but shift to meet challenges of equity, retention and high quality education (8). Targets of plan include: substantial improvements in quality and standards (9). Policy includes a range of strategies to improve quality e.g. curriculum and teacher related. Strategies: universalised midday meals scheme; preprimary schools targeted to marginalised groups; increase numbers of certain schools e.g. KGBVs for marginalised girls, special schools in slums; remedial coaching in schools and community; innovative funds for special focus districts (11); supply of bicycles / wheelchairs; free school uniforms; stipends; support to madrasas to adopt general curriculum; scholarships (18); inclusive education at secondary stage (18). Yes. Teacher quality linked to quality of quality of education (9) and quality of education clearly linked to learning outcomes. Quality is defined through clearly identified outcome indicators, viz. learning levels of students, teacher competence, classroom processes, learning materials (10). Teacher-related measures linked to quality improvement: address teacher vacancies; absenteeism; accountability; 100% training for teachers, including parateachers; monetary and non-monetary incentives for good teachers e.g. awards (10); teacher education (18-20). Implied. Incentive: housing for teachers in tribal and remote locations (11). Teacher recruitment and decentralization of teacher recruitment is linked to educational quality (10). Teacher education linked to qualitative improvement in schools (and quality linked to outcomes) (19). There is a focus on accountability of teachers for learning, but little detail. There is a measure for teachers which states fix accountability for learning outcomes of pupils (10). At secondary level policy calls for accountability at all levels (18). There are no indicators included. There are plans that elementary schools reach standards of Kendriya Vidyalayas (a particular type of school originally for children of defence services personnel), but no indicators given (9). No, teacher governance practices are not clear. Policy states all States/ UTs to adopt NCERT Quality Monitoring Tools (9). Budget not outlined 64

factor in aimed at 5.16 Indonesia Strategic Plan 2005-2009 (Ministry of National Education Indonesia 2005) Main policies include: equity and expansion of access to education; quality relevance and competitiveness; governance accountability and public image. Less focus on learning. Strategies: to develop the curriculum, science and maths Olympiad (secondary level). Strategies: ECD to increase access to basic education (44) (use of NGOs, government and private providers; linking ECD to primary schools, training in ECD); all students to receive scholarship to basic education; increase number of classrooms / schools; Private sector used to expand access at secondary level (50); scholarships at secondary level (50); alternative services in different areas; provide materials and schools; non-formal providers at basic education level e.g. equivalency programme; promotion of non-formal programmes; enhancing home schooling services and providing mobile schooling services; SEN in these services (57). No. Teachers linked to quality of basic education (48), but link not made at secondary level. Teacher-related measures linked to quality improvement: increase the numbers of educator and educator staffs; improve their capability in managing, developing and supervising and delivering technical services to support education in school (59); D-4 and Bachelor programme for teachers, including distance programme (60); developing competency standards for professional programmes; recruitment and promotion mechanisms; incentives - awarding best trainees. Yes. Aim to increase the numbers of teachers in regions of need through controlling teacher replacement and redistribution; Improving the status of teachers. Incentives: teacher incentive system in remote areas, subsidies for teachers in remote areas. These are not linked to learning outcomes. No. Though policy states the education board and school committee will raise accountability in the education system (49), it doesn t say who is accountable to the community. Yes. There is a table with various performance indicators e.g. target student exam results for the upcoming years; educators who have qualifications rising from 5 to target of 40%; target number of gold medals in international Olympiad s (89). Development of performance indicators to be implemented (65). Teacher governance not clear but some indications given. Community - school committee and board to actively and effectively participate and take responsibility for managing basic education (49). District education offices try to improve the performance of education units so that their capability and capacity in running education system becomes maximum (86). Education units (i.e. schools) can also selfevaluate. National - EMIS system used to monitor (49) access, quality and efficiency. Partly. Funding scenarios according to different schools / level types; teacher salaries and incentives; Provincial governments to develop regional funding plans. 65

factor in aimed at 5.17 Jamaica Vision 2030 Jamaica: Education Draft Sector Plan (Ministry of Education Jamaica 2009) Focus on learning strong in the policy document. Ensuring and learning systems are of international standards is one of the goals (45). Strategies: competency based approach to learning at all levels (51); curriculum development; effectively utilize data from assessment tools towards continuous improvements in student s performance and learning (52); making sure all schools have equipment, outline necessary standards for classrooms. Strategies: remedial programmes; counselling; behaviour management; parenting education; incentivise teachers to run out of school literacy and numeracy programmes for primary level students (56-7); SEN - increase the number of special boarding facilities and develop schools capacity to cater for children with disabilities (63). Yes. Attracting and retaining quality teachers is the first point in developing and learning system of international standards (45). Teacher-related measures linked to quality improvement: improvement of the terms and conditions of service for the workforce (e.g. promotion opportunities, professional growth, etc.); support conditions that help teachers develop (teacher pupil ratio, mentors identified); collaborative systems of accountability for teachers (e.g. student outcomes, indicators of student development, portfolios showing excellence in etc.); improvement of school leadership; develop a cadre of assistants; No. Not recruitment or management. Yes. Policy calls for the institution of collaborative systems of accountability for teachers in which all will respect the system (e.g. student outcomes, indicators of student development, portfolios showing excellence in etc. (50). Accountability mechanisms to be institutionalized at all levels of the education system (62). PTAs trained to hold schools to account (62). In order to do this Results Based Management Systems will be employed in all schools and capacity of school communities in the strategic planning process strengthened. National Yes, there are attainment learners (46) but not teachers. Also, policy calls for competency standards at all levels to determine criteria to be achieved (51). Create mechanisms to effectively utilize data from assessment tools towards continuous improvements in student s performance and learning (52); No clear guidance on teacher governance: Community - PTAs trained to hold schools accountable (62). School leadership - sustained school -based management. Training for school managers - effective school & teacher development models. Regional - Create REAs to bring the administration of education closer to schools and communities (68). National level - performance management system for teachers (50); School inspection services. No. 66

factor in aimed at possibly raising the minimum qualification requirements of teachers; all teachers will have access to pre-service teacher education and CPD; support and monitoring mechanisms to ensure teacher education of quality (51); staff exchange programmes and twinning programmes established with schools in the local, regional, international arena and best practices customised. Quality Assurance Mechanisms to monitor, evaluate and disseminate information on schools. Also a rigorous performance management system for teachers (51). Teacher performance-related pay (50). 5.18 Kenya Education Sector Support Programme 2005-10 (Ministry of Education Science and Technology Kenya 2005) There s a focus on learning, in particular girls as well as access. Strategies to : ECD (16); free primary instructional materials and text books for schools (96); teacher training for gender Strategies: non-formal education (non-formal schools and non-formal centres); mobile schools; secondary education bursaries (i); primary school infrastructure new schools and facilities (3); expanding ECCE (children from lowincome households who access ECDE more likely to have sustained Yes, quality of teachers linked to exam results. Also quality of quality of education: the government recognises that quality teachers are key in provision of quality education (116). Teacher-related measures linked to quality Yes. There has been a teacher balancing exercise in public schools across Kenya. This will continue in order to achieve equitable distribution and optimal utilization of (249). Only teacher development linked to learning outcomes. There are indicators to see how subject teachers boost the performance in certain districts after INSET training. Unclear, but unlikely. There is discussion about the introduction of a Performance Based Management and Accountability system, but it s uncertain if it would include teachers. This system measures the There are some indicators and some to be developed. There are indicators for pre-service teacher education reforms (112) and INSET (some not always measurable). They include: - improvement of Information given on teacher governance. More teacher management functions delegated to the Primary School Boards (PSBs), Boards of Governors (BOGs) and District Education Boards (DEBs), such as supervision, and payments. In such instances, the Yes. Breakdown includes pre-set and inset teacher training, nonformal education, SEN, mobile schools, teacher management and secondary education bursaries (ii). 67

factor in aimed at responsive and child centred and interactive training (257). access to primary school) (16). Support to ECCE (e.g. guidelines and service standards, community support grants; learning materials; curriculum review and teacher training); primary school readiness programme for children who fail to attend ECCE; feeding programme; health monitoring e.g. size of children (20-25); support grants to nonformal education teachers; SEN (e.g. national survey and equipment; teacher training; advocacy and awareness creation; provision of equipment to regular schools) (44); financial support to orphans and extended families; apprenticeship scheme for child heads of families (57); school feeding programme; health promotion (immunization, supplementation etc.); establishing and boarding schools in ASAL areas where day schools are inappropriate (149). improvement: inservice subject-based mastery of teachers and development of pedagogical skills in order to improve exam results (221); subjectbased in-service course targets 58,032 class teachers and each school will nominate at least one subject teacher (221; review the primary teacher education curriculum; develop curriculum support materials (116); school-based empowerment programme (SEP) for head and deputy head-teachers; cluster-based inservicing of teachers (standards 1-4); INSET in multi-grade and other alternative methods; national accreditation system for CPD; target all government and nongovernment in-service training providers and qualifications granting bodies (224); accreditation of inservice courses; induction of teachers (220); incentives will include proportionate remuneration, performance of staff at all levels: at the beginning of the year the staff will draw work plans specifying the actual targets to be met all staff regardless of their position are the work that they have been assigned it is only performers who will remain (153). skills and enhanced learning. - Quality Monitoring and Teacher Support Investment Programme will monitor levels of achievement against set objectives (222). - subject teachers boost the performance in certain districts by raising the mean score from 245.0 to 250.0 out of 500 marks after INSET training. Student learning: - Kenya lacks a national system for monitoring formative learner achievement at all levels of primary education cycle - Monitoring Achievement In Lower Primary (MALP) Investment Programme will monitor learner achievement in basic and essential competencies in very subject at every grade in the primary education cycle starting with lower primary (1-4). Commission will play supervisory and quality assurance roles (250). Capacity to perform devolved functions will be developed at the headquarters, district and school levels for efficient teacher management (251). Monitoring located in new national system - Quality Monitoring and Teacher Support Investment is a 5 year programme to provide quality monitoring and teacher support in all educational institutions. Objective - to take stock of levels of achievement against the set goals or objectives, quality control and standards of teachers curriculum delivery, / learning materials as well as appraising the school environment. Linked to this: formation of inspection panels at the district, provincial and national levels. The operational focus will be to look at the educational institutions in totality. The aim is to identify why performance is not in line with resources (222). 68

factor in aimed at harmonisation of salaries and allowances and awards (153). Other indicators (280). 5.19 Lao 28 Education Sector Development Framework 2009-15 (Ministry of Education Lao 2009) Improving learning not a main priority but still evident. Priorities relate to access (primary and secondary) and equitable access (9-10). Strategies: changes to, learning and assessment are recommended to assist in learning outcomes (16); linking learning outcomes more closely to employment(16). Strategies: scholarships including scholarships for poor students intending to become teachers (9); increase classroom numbers in small schools (20); use of non-formal education providers; study to look at access for SEN children; multigrade and mobile strategy (23); developing an inclusive curriculum (24); teacher education on inclusive education practices (25); pro-poor district (29); phased and incremental introduction of fee abolition (30); primary school feeding scheme expansion (34); secondary school bursaries; development No, the link between teacher quality and learning outcomes is not made. Quality of teachers is linked to quality of education (35) and between quality improvement in education and quality improvement to the training, deployment and retention of (15). Teacher-related measures linked to quality improvement: teacher education to increase the numbers of teachers; national certification and accreditation standards, procedures and systems that Yes. Demand driven appointments with the majority of new teacher education graduates posted to under served and remote areas with gender and ethnic population parity (38). Teachers with an ethnic language given priority for fill remote school vacancies. Graduates with an ethnic language given priority for quota places in teacher training (38). Incentives: incentive programmes for recruiting and retaining good teachers in poor districts (9). The policy calls for: an overall quality improvement of education including quality improvement to the training, deployment and retention of (15). There is a focus on teacher recruitment and deployment but more in relation to equitable access (36) than learning outcomes. There is discussion making the education system more accountable, but not specific to teachers (16). School and community agreements and standard report cards in place by 2012 (39). Not yet. But there are plans to introduce new education standards for pupils - monitoring in grades 3, 5 and 9 including grade 9 as a nationwide exam to be phased in over 2010 2015 (36). Defined learning outcomes introduced from 2011 with sample surveys over 2011 2012. EMIS to measure quality of secondary education and progress towards relevant targets (216). No clear guidance on teacher governance. There is a focus decentralisation (28). Village Educational Development Committees will play a role in school management and budget management. There is also a teacher performance monitoring scheme (35). Policy calls for strengthening school based management and governance (41). Yes. Budget broken down (61 onwards) to include for costings for teacher training and scholarships. 28 Lao has a Teacher Education Strategy 2006-15 also the National Education Sector Reform Strategy. The ESDF states that: Strategies for the performance of school education are detailed by the NESRS and (16). 69

factor in aimed at of infrastructure in areas where parents are not able to provide such support; targeted boarding schools in ASALs especially for girls; provide support to children with special reentry of girls who drop out of school due to pregnancy and early/forced marriage (202). will be in line with internationally recognized standards and actions within the Teacher Education Strategy 2006 2015 and Action Plan 2006 2010 (37); in-service training of teachers (212). 5.20 Lebanon Education Sector Development Plan 2010-5 (Ministry of Education and Higher Education Lebanon 2010) Concern for Lebanon on student learning with a focus on TIMSS results and international / regional comparisons. As well as high repetition and dropout rates. Strategies: Curriculum development (20); mechanisms and tools for monitoring student achievement (24). Increasing access to ECD (20); kindergartens in areas (23); redevelopment of schools (25). No. Quality of teachers linked to quality of education, but link not made to learning outcomes. Teacher-related measures linked to quality improvement: professional development of the workforce (20); establishment of national standards for teacher professionalization; new standards for teacher recruitment; and CPD. Yes. Under quality priority policy calls for mechanisms for the efficient distribution of teachers in public schools and mechanisms to guide and re-distribute staff (26). No. Partly. The policy does talk of the implementation of a system of incentives and accountability (26) for teachers. But little detail. Not really. There are performance indicators for professionalising the force but these relate to activities e.g. a new law for teacher recruitment is developed and implemented; CPD programme is developed and implemented; teacher salary scale is funded (26). Policy calls for: mechanisms and tools for monitoring student achievement (24). No clear teacher governance guidance. There is a school based management model (20) and parent council (27). Not really. Very broad numbers related to total budget. 70

factor in aimed at 5.21 Lesotho Education Sector Strategic Plan 2005-15 (Ministry of Education and Training Lesotho 2005) Main policy objectives are access related, including equity of access (20, 27) and quality of education (27). Learning outcomes not included in strategic goals and objectives (27, 43) but linked to quality objective (45). Policy calls for improved learning outcomes (135). Strategies to improve student performance: new policy on repetition / transition and develop approaches to maths and languages (48). curriculum reform; life skills ; motivate teachers through career progression structure; monitor learner s performance; conduct periodic Strategies: increasing access to ECCE (including subsidies) (33-4); phased elimination of fees at primary and lower secondary levels (44); developing policy guidelines on equitable access for groups (45); school feeding scheme; schools to be made more accessible for children with SEN facilities increased at secondary level (61, 106); SEN schools, training of teachers and feasibility study for SEN access at secondary level (63); mainstream gender equality (108). Yes. Teacher education is linked to quality of education objective (46), and learning outcomes linked to quality objective. Also teacher training linked to increasing access (97) and the quality of schooling (62). Teacher-related measures linked to quality improvement: inservice training (52); enhancing the quality of teacher education (99); enhance the status of teachers (99); motivate teachers through comprehensive career progression structure. No. Teacher education mainly linked to expanding teacher numbers (44), but also to quality (46). Teacher management policy linked to Lesotho s development requirements (99). No. Yes. Learning outcomes indicators set in national achievement tests(45). Also learning outcomes in logframe (162). Call for developing an putting in place an effective and efficient monitoring and evaluation system but not sure whether this refers to teacher education or teachers (98). Information on teacher governance. Teacher management services to be decentralised to districts (121). Educational service delivery shall be fully managed and monitored by decentralised institutions with the Ministry Headquarters providing only technical support and guidance more authority shall be extended to school committees and boards in the fields of planning and expenditure management (118-9). School inspections - expanding the frequency of school inspection (44). Ministry of education of undertake regular, purposeful supervision and inspection of schools to ensure quality education. Inspectorate to be decentralised to district level (118-9). Establish an oversight Yes. There is a financial breakdown which includes costs for improved teacher qualification, teacher management (101). Also costings for special education (115), decentralisation (124) and inspectorates (138). Chapter on costings 146-153). 71

factor in aimed at National Assessment Surveys of Learning Achievement; (135); revise guides, learning materials and review the curriculum for in-service teacher training; improve materials provision to pupils and teachers; develop quality assurance and accreditation guidelines. (135-6). body on quality control and quantitative improvements in teacher supply. Design and implement Performance Management System for teachers at different levels (99). Introduce of e-governance in teacher management (99). Establish a National Standard Body that will oversee the development of national standards for teachers professionalism of the service etc. (93). 5.22 Liberia The Education Sector Plan of Liberia (Ministry of Education Liberia 2010) Most important is universal access and completion of primary education of a minimum stipulated quality (xi). In order to do this quality of staff and programmes is most important (xi). Strategies: all children especially girls, children with varieties of SEN, start school the right age (xi); rewriting policy to remove stipulation that all children should be able to read and write before entering grade 1 (xii) and that children over 6 could not enter primary (xiii); fee abolition, as well as sponsorship or No. Quality of teachers linked to quality of education (not learning outcomes) and sustaining access. Quality of a major factor in quality of education where all children complete primary education of a certain quality (xi). Logframe on teachers Yes. While there is no formal deployment policy at moment (64) there is a strategy to get teachers to rural and underserved areas (xv). Incentives: development of a remote area special allowance; scholarships for training where beneficiaries have to teach in certain areas (65); teacher house Management is linked to an efficient education system that delivers training opportunities of quality (xvi). Teacher development mainly linked to access. Policy calls for an increase in accountability and transparency throughout the education system (xvii), but gives little detail on teachers. Not currently, but policy calls for development of a national assessment system to track and monitor progress in learning outcomes (xiii). Not clear on teacher governance. Policy calls for development of institutional capacity for management at the central, regional and local levels (xii). School level management committees to be established in each school (xvii). Yes. Costs at primary level broken down (86) and secondary level (110). Breakdown includes expansion and upgrading costs on building and curriculum resources, teacher education (146), financial plans for 72

factor in aimed at in-kind contribution (e.g. uniforms) targeting students in extreme circumstances (xiii); Accelerated Learning Programme (ALP) primary school for primary 1-3 children over 11 years but to be wound down (29); home language used in early years provision (44) and bilingual in primary schools where English not used in the community (69); special circumstances scholarships at primary (69); totally free education policy for girls who reach Grades 4, 5 and 6 in the 3 districts with the lowest girls completion rate (69); school feeding (70); facilities in schools e.g. water and sanitation. does not have learning outcomes as an achievement indicator (140). Teacher-related measures linked to quality improvement: more teachers being trained (xiii) linked to less multi-grade in schools (xv) and lower repetition rates. construction in remote rural areas (78). A revised monitoring system will develop simple tools for monitoring and supervision of educational institutions and along with various mechanisms and training to support this (xvii). Record keeping at school level improved and the establishment of a Quality Assurance Unit (xvii). School inspection services. M&E and management. 5.23 Malawi Education Sector Implementation Plan 2009-13 (Ministry of Education Science and Technology Malawi 2009) Three main themes of NESP (Ministry of Education Science and Technology Malawi 2008) include access and equity; quality and Strategies: construction and rehabilitation of infrastructure; girls hostels; mother groups in all schools; increase recruitment of female teachers; growth of ECD; construct disability Yes. Under Quality and Relevance goals one of the three policy targets is measurement and monitoring of learning outcomes. Yes. Policy to ensure teachers are equitably placed in rural areas (53). Incentives: houses for all female teachers in rural schools (53); Not linked to learning outcomes. No. There is a call to educate and empower communities to play a more active role in education provision and accountability, but no detail given Yes, for teachers although not fully developed for learning. Train 2500 ECD care givers and 30 ECD teachers each Some information on teacher governance: School level - training of head teachers in supervision of classroom ;- Head teachers will be trained to provide Yes, breakdown of costs including developing ECD, NF training centres, bursaries to out of school youth, training of head teachers in 73

factor in aimed at relevance; and governance and management. Learning outcomes is one of the three policy targets of the quality and relevance goal. This is implementation plan for NESP. Strategies: friendly facilities; double shifting and multi-grade ; grants to support OVCs, girls in isolated areas, learners with SEN; survey of special needs status; enrol children at correct age; complementary basic education and out of school youth education (28); school feeding programme rolled out to target poor families (28); new learning centres fo out of school youth (41); monthly support payments to children of qualifying families who regularly attend complementary basic education; introduce assistants into primary schools (49); bursaries to students to secondary schools (62). Teacher-related measures linked to quality improvement: recruit additional teachers and/or assistants each year; increase the number of trained teachers; CPD for teachers at all levels; doubleshifting (and overlapping shifts) in schools with high PTRs; standardized testing to measure and monitor quality of (26) parallel and distance modes of training, recruitment of assistant teachers; (3) better managing the allocation of staff (6); Teacher Development Centres as resource centres for continuous teacher development; package of teacher incentives to motivate and retain teachers; introduce assistants into primary schools (49); performance enhancement system (49); development of career paths for teachers (29). develop and implement teacher incentives strategy to improve deployment and reduce attrition (26). about teachers. year; School-based CPD per year between 40-60,000 teachers trained per year (53). Indicators provided for training of under-qualified and un-qualified teachers; and training of primary teachers in various modes. There are also key monitoring NESP which include numbers of teachers trained. Policy calls for standardized testing to measure and monitor quality of (26). more professional supervision while reducing the involvement of external inspectors in education (29)... Training of school managers (30). Community - increase participation of local communities and SMCs in primary school management. National Strategy on Community Participation in the Management of Primary Schools has been launched, the aim being to educate and empower communities to play a more active role in education provision and accountability. Policy calls for more inspectors to increase frequency of inspection visits to schools (26). National - The Ministry intends to deepen the levels of decentralisation in all sub-sectors The Ministry will define career paths at primary level (eg PEAs) and other staff grades at district and headquarters level. In addition, the Ministry will finalise and implement staff norms and establishment levels for all education institutions. The supervision of classroom ; training of school inspectors; classroom construction; CPD; grants for OVCs; training for underqualified teachers, etc. 74

factor in aimed at Ministry will concentrate (on) strengthening financial and management capacities at the school level (29). Design performance appraisal system for teachers. 5.24 Mauritius Education and Human Resources Strategy Plan 2008-2020 (Ministry of Education Culture and Human Resources Mauritius 2009) Policy has a strong focus on learning with a culture of achievement through all levels of the system (12). The mission statement calls for developing a culture of achievement and excellence. Quality education assures learners attain high levels of achievement (11). Strategies: results seen to directly link to setting up of performance indicators (16, 17); language of instruction moved to home language in first years (64); Plan calls for equitable distribution of learning opportunities (14). Strategies: SEN guidelines and strategic framework needed (13) and implemented (14); teacher training in SEN (17); innovative practices which improve learning practices from zones d education prioritaire (ZEP) to be spread through the system (63). Yes. Quality teachers and learning outcomes are directly linked: the issue of achievement thus rests on some major pillars. Quality of assessment and the quality of are fundamental to any system that aims at excellence (14); Creating a culture of achievement throughout the system requires meaningful, process-oriented change within the education system, which in turn requires a level of professionalism, accountability and devotion from teachers and school leaders for both the learning environments No. Teacher development is linked to learner outcomes. School management is linked to learner outcomes policy calls for capacity building of school heads to provide the leadership to effectively manage their schools and improve learner achievement (66). Yes, there is discussion of accountability of teachers in relation to learning outcomes. Emphasis on increasing accountability at all levels of education (90). Creating a culture of achievement throughout the system. requires a level of professionalism, accountability and devotion from teachers for both the learning environments they provide and the learning outcomes they enable their students to achieve No indicators at present for learning. Policy calls for standardised assessment procedures for student outcomes (14). There are some indicators related to teacher education but sometimes difficult to measure (80). There are some Vis in terms of teacher quality in relation to entry level qualifications, but not really in terms of teacher education or quality of practices. No clear guidance on teacher governance. School capacity building of school heads to provide the leadership to effectively manage their schools and improve learner achievement (66). Zonal/ local administration increasing delegation of management decisions and accountability to zonal education offices, district level clusters and, through community partnership, to individual schools Capacity-building at zonal level (164). Inspections - Ministry of Education will set up a Quality Assurance Division to undertake regular and purposeful No financial information. 75

factor in aimed at move away from reliance on private tuition (65); remedial action (65). they provide and the learning outcomes they enable their students to achieve (13). Teacher-related measures linked to quality improvement: teacher training; creation of a community of practice at school level; accountability of school leaders (17); review entry levels, develop distance education; develop teacher education facilities (18) and review content of teacher training (63); train teachers to assess student learning in a way that will help them improve their performance(80). (13). Focus seems more on making head teachers (16, 17, 13) accountable: to give them more autonomy and increase at the same time their accountability to produce results (16). supervision of schools and to monitor and learning. These evaluations will provide information for informed interventions in curriculum development, school management reforms and teacher development (66). 5.25 Mozambique Strategic Plan for Education and Culture 2006-10/1 (Ministry of Education and Culture Mozambique 2006) Focus on efficiency, equity and quality. Student learning achievement is a focus but probably less so than access and then Strategies: developing school infrastructure and buildings; reduce late entry especially for girls; new primary curriculum with emphasis on bilingual instruction Yes, teacher quality linked to learning outcomes. In primary education there are three key areas, one of which is Improving the quality of instruction, student Implied. Currently teachers are inefficiently allocated to the system, particularly in higher grades (33). One of the aims is to develop and implementing a policy for teacher deployment No. No. Indicators present but some underdeveloped. Indicators to measure performance of students in No clear guidance given on teacher governance. Community / local authority - raise the capacity of School Management Committee and local authorities Overall budget for sub-sectors provided e.g. primary, secondary and teacher education (73), but no clear breakdowns. 76

factor in aimed at quality of provision. student learning. Strategies to Improve learning: teacher education, curriculum development, text books, M&E, increase number of hours, making schools safe (and not corrupt), raise capacity of school management committee (19). and multi-grade (20); distance education at secondary level (27); increase number of female teachers esp. at secondary level (27); distance education; SEN - making improvements so inclusive education can become a reality in all schools; inclusive education strategies and approaches in the pre- and in-service training of all teachers; SEN resource centres and materials; identifying school age children with SEN; linking SEN work to community (45); more equitable gender (50); enhance school food production (54). learning achievement and retention. Teacher quality comes under there. However, main focus seems to be on numbers of teachers and then after that quality of teachers (33). Teacher-related measures linked to quality improvement: increase the number of teachers; improve and streamline teacher pre-, inservice and continuous training; establish a monitoring and assessment system for the implementation of the new curriculum and teacher training; alter the school calendar to increase the number of hours (19); no teachers recruited without pre-service training; ZIPs (i.e. school clusters) strengthened (20); distance education. (27). Portuguese and Mathematics on standardized test target to be improved by 10%, but not sure of grade of learners and baseline data. Teachers no teachers recruited without pre-service training; all teachers with access to inservice training opportunities; ZIPs (i.e. school clusters) strengthened (20); 7500 10+1 graduates per year trained; 2500 12+1 graduates trained for ESG1 (35). See (74) for other indicators. in issues related to school functioning and management, the safety of girls, the quality of education, success in and learning process and the retention of children in schools (19). 77

factor in aimed at 5.26 Namibia Education and Training Sector Improvement Plan 2006-2010/1 (Ministry of Education Namibia 2007) Focus of policy primarily on quality and effectiveness. Learning standards and learner assessment are components of the system quality and relevance objective. Strategies for quality: learning standards and curricula development; teacher development; textbooks, books and materials; and learner assessment (6). Strategies: ECD programmes focused on most vulnerable and (11-2) through subsidy system (12); training to teachers in SEN/ inclusive education; compensatory to provide quality education to learners, including marginalized children (21); expansion of facilities at secondary level; selection of secondary learners on basis of quotas (e.g. according to degree of educational deprivation of the schools) and predictive tests it is predicted scholarships will be provided for qualifying poor learners (24); SEN policy drafted and approved; funding reallocation 29 for schools (25). Yes, teacher education linked to quality and learning outcomes. Teacher-related measures linked to quality improvement: develop and operationalise the teacher education reform programme; implement the Teachers Education Colleges Act (7); teacher competencies strengthened in subject mastery and pedagogical skills; clusters utilised effectively for inservice training and support for teacher development; advisory teachers developed; incentives system implemented for improved teacher performance and appraisal; establish licensing system for teachers, linked to No. Teacher development is aimed at learning outcomes (18). Teacher management linked to learner outcomes (26). School managers to be primarily learning, but teacher accountability also. Policy calls for the development of accountability via a teacher performance appraisal system; setting and monitoring performance targets for teachers; and (c) communication of learner, school and system performance to diverse stakeholders (21). Plans to hold school managers learning: in order to do this all managers in education, including school managers will be put on There are indicators, but they are underdeveloped. Teachers - 30% of teachers attend CPD annually; Learners - 30% of schools meet their annual academic performance targets (21).. A system for monitoring learning of skills and competencies in key subject areas to be developed. Alongside specific performance targets at grades 5 and 8 (145). There is no real detail on teacher governance practices. Schools - devolution of management responsibilities to schools. Inspections - strengthening school inspectorate (which is responsible for supervising school management). Teacher performance appraisal system to be developed (21). Costings for general education and teacher training included (10, 100). 29 Normative per capita will be introduced to enable schools to acquire resources that meet set input norms and that are adequate to meet learning targets. Additional conditional grants from the Education Development Fund (EDF) will be provided to schools that fail to meet the resource input norms after applying normative. 78

factor in aimed at teacher competency standards, performance appraisal and incentive system (20); the first step towards improved teacher performance is to define the competencies required and develop teacher standards; teacher performance appraisal system developed; student testing results to inform pedagogy (23). performance based contracts (26) School managers will be held responsible for meeting learner performance targets for each school by 2010 (26). 5.27 Nepal Three Year Interim Plan 2007/08 2009/10: Education and Sports (National Planning Commission Nepal 2007) There is no real focus on learning outcomes. There is mention of fixing the minimum norms, skills, knowledge and learning achievement for quality education (265) and supporting schools develop the system of learning improvement in the schools so as to ensure minimum grade level Strategies: to make basic level education free, easily accessible and compulsory in a gradual way; free education up to secondary level; literacy programmes for school drop outs (270); children-friendly environment will be developed in schools; extend financial and other incentives like scholarships to ensure the enrolment; lunch and edible oil will be distributed to the targeted deprived community; education to No, no real focus on learning outcomes. Teacher training linked to quality in education (273). Teacher-related measures linked to quality improvement: school-based teacher training strengthened (277); special programs enhance the performance of teachers; mechanisms for post training programs will be developed and strengthened (266); Implied: priority will be given to adjust the targeted groups in the vacant posts by increasing the proportion of teachers from that group (266). No. No. There is discussion of accountability, but it s around schools being more accountable to local bodies as they are taking on schoolbased management; and accountability being devolved to local bodies as part of the decentralisation process. Target indicators generally are about enrolments (264) rather than and learning. Teaching - provide short-term and long-term training to 280,523 teachers at the school level (273). Indicators for learning achievement will be developed and implemented (273). No clear focus on teacher governance. School management committee - responsible for the management and operation of schools. Schools - autonomous and responsible for good governance, management, resource mobilization and quality promotion (267). Community - enhance the competence of the local bodies in the planning and management of education (265). Budget breakdown per sub-sector including alternate school education, but not obviously teacher education (276). No further breakdown. 79

factor in aimed at learning of the students (269). children in mother tongue and adopt trilingual policy; mapping schools to implement concept of at least one school in one village; secondary education run by local bodies in such a way as to make it available free of cost (seems to be community costsharing) (268); open education, distance alternate schools; equivalency of non-formal programmes; open new pre-primary centres; scholarships to basic education (271) for Dalits, Adibasi Janajatis, girls and girls in certain areas; grants to schools in certain areas; scholarships to children with physical disabilities; school feeding in 26 districts; physical construction of schools (275). provide management training; demand based teacher training (273). Local bodies responsible in all the aspects of educational processes including education plan at the local level. These will be responsible for the grouping of schools, coordination, resource mobilization, operation, and preparation of guidelines and the fixing of quality targets (265). Inspection services. 5.28 Nigeria Roadmap for the Nigerian Education Sector (Federal Ministry of Education Nigeria 2009) The four priority areas standards and quality assurance (7) which links to Strategies: wide sensitization and advocacy in support of enrolment and retention and funding; inventory Yes. Under the Standards and Quality Assurance priority area, teacher quality is included (7). Yes. Aim to implement needs-based deployment of available teachers (28). No obvious link to learning outcomes. No. There s some information on increasing school There are some VIs for teachers. Teachers - Train No clear guidance on teacher governance. School leaders - monitoring supervising No. Sources of funding are indicated, but not amounts. 80

factor in aimed at learner performance. Strategies: teacher education; curriculum initiatives; moving from inspection to monitoring and evaluation process to bring about improvements to and learning (22). of infrastructure needs of schools (9); enforce provisions that stipulate compulsory enrolment and retention of children in schools; provide incentives to parents/ guardians of school children in areas with low enrolment; establishment of more neighbourhood schools by communities, voluntary and faith-based organisations; build schools and additional classrooms (e.g. through Support-a- Public School, providing enabling environment for private sector involvement as part of their corporate social responsibility); recruit new teachers and motivate people to teach; national open school system; statedriven incentives, such as midday meals, uniforms, transportation, etc.; promote gender parity; bringing non formal providers up to minimum standards; facilities e.g. toilets; Child-friendly schools; review and improve processes of identification and monitoring of SEN (20- No education system can rise above the quality of its teachers as the standard of our teachers invariably affects the performance of the pupils and students (26). Teacher-related measures linked to quality improvement: establish a National Agency for Education Quality Assurance at all levels; ensure appropriate staffing in schools, implement National Teacher Education Policy; institutionalise career provide conducive working environment for teachers (9); training, accrediting and certifying practitioners; train, retrain and mentor qualified and licensed teachers; Implement the reviewed Teacher Education Curriculum; Implement the National Teacher Education Policy (NTEP); provide incentives for teachers Incentives: attendance incentives for teachers in rural areas (21); housing for teachers; merit awards promotion, especially in rural areas (28). management accountability. There is some discussion on accountability which will be increased by moving to a monitoring and evaluation process that involves the process of monitoring, assessing and evaluating according to set standards and communicating the outcomes to all concerned in order to ensure quality with integrity, public accountability and consistent improvement. 900,000 teachers over a period of 3 years (86). CPD 145,000 teachers trained per year for three years. increase number of qualified teachers; increase in qualified (no baseline data given). Learners need to establish a standardized assessment system that annually monitors and reports academic achievement in core subjects (24). and assuring quality performance in the schools. Capacity building of leaders as quality assurance agents (24). School - self-monitoring and evaluation: School Development Planning (SDP) and School Self- Evaluation Institutionalized (24). Teachers - All staff appointments should be based on the needs of the school with input from Head teachers (29). Moving from inspection to monitoring and evaluation process to bring about improvements to and learning (22). Full general inspection of all basic and post basic schools once in every 3 to 5 years (24). 81

factor in aimed at 1; increase teacher retirement age; promote SEN and inclusive education; mainstreaming of Quranic education programme; flexible schools e.g. market schools (37); gender parity in teacher recruitment. to attract and keep quality teachers in schools (Housing for All Teachers Scheme, TSS, Teachers Merit Awards, promotion, etc.); upgrade all unqualified serving teachers through Special Teacher Upgrading Programme (STUP); all States to implement Teacher Salary Structure (TSS); CPD - implement the National Framework for Continuing Professional Development; implement the National Framework for School-Based Induction for Beginning Teacher; train head teachers and assistant heads in leadership and supervision; institutionalise career development; phasing out of all unqualified staff; explore teacher remuneration is based on qualifications and experience (27-9). 82

factor in aimed at 5.29 Palestine Education Development Strategic Plan 2008-12 (Ministry of Education and Higher Education Palestine 2008) 30 Improving the quality of and learning is one of the four goals of the policy (20). Strategies: national strategy for teacher education implemented; curriculum and textbooks reviewed and developed (19). Strategies: scholarships; Inclusive education at all levels of education (19); classrooms, schools and non-formal education programs established in geographical locations where poverty is higher or where people are isolated; SEN: better equipping preschools, schools (50). Not linked to learning outcomes. Teacher quality linked to the quality of teacher and learning (20, 21). Teacher-related measures linked to quality improvement: Teacher training through implementation of the National Teacher Education Strategy; lecturers in HEIs better trained; teacher training linked to incentives (50); inservice training - 52% of staff in schools will be trained annually for 24.7 hours per year each; all supervisors will be trained annually for 20 hours of training per year each (55). No. Teacher development linked to quality and learning outcomes. Recruitment and management not linked. No. Yes. Learners - students achievements on national and international tests will be improved (21). Students scores in mathematics in 4 th grade to increase from 24.8 to 40 and Arabic from 51.9 to 60 by 2004/2005 (57). - performance tests for all key stages and all grade levels of the education system and criteria to evaluate students performance Teachers - number of hours teachers to be trained (60 per year) (55). - Percentage of qualified No clear guidance on teacher governance given. Decentralisation means that organisational structures will be reviewed (19). More responsibility to district and institution level (21), but little detail given. There are overall costings for of general education broken down to access, quality and management (76). This is broken down in more detail (80). Teacher education costs come under quality (82-3). 30 There is also a National Teacher Education Strategy was developed and launched in May, 2008. The Strategy includes the following components: A Vision of Teachers. Teacher Education Programs. Continuous Professional Development Programs. The Teaching Profession. Managing the Teacher Education System. 83

factor in aimed at staff according to MoEHE criteria increased from % in 2007/2008 to..% in 2011/2012 (no detail given) (112). 5.30 Papua New Guinea Universal Basic Education Plan 2010-19 (Department of Education Papua New Guinea 2009) Improving quality is one of the key themes to be measured in learning outcomes. Strategies: School Learning Improvement Plans (40) (with projections of enrolments and staffing requirements; professional development programme for the teachers in that school); teacher training; problem of teacher absenteeism which affects quality of teacher and learning to be dealt with by empowering site Strategies: drive to start school at age 6; building and regenerating schools (responsibility with districts and communities with a prep fund available) (29). Study on looking at access for overage children (32); grants to primary schools enhanced to support activities in the School Learning Improvement Plans (individual communities might put in place school feeding programmes, school transport programmes and initiatives to ensure that girls remain in school) (33); gradual abolition of school fees and expansion of school grant (33); advocacy campaign to get children into schools Yes. Improving quality of education is one of the key themes. Quality of education is to be measured in learning outcomes: the quality of education will be measured by results from the Curriculum Standards Monitoring Test and the Grade 8 examination (35). Teacher-related measures linked to quality improvement: preservice basic education teacher training; in-service teacher training for all basic education (e.g. multigrade, HIV/AIDS); minimum number of learning hours (35); increase in Yes. Focus on rural and remote areas. Incentives: programme of housing to provide 70% of teachers with a house; remote schools allowance; scholarships for teacher trainees from areas where there is a demonstrated shortage of teachers on the basis they go back to their communities to teach. No. The administration of education needs to focus on providing a conducive environment that encourages teachers and governing bodies to deliver quality education for all PNG children (39). No. No. Learners children meeting the minimum standards for mastering the basic education curriculum (35) to be determined. No teachers. Some guidance given on teacher governance (move for school leaders to take responsibility). School leaders school leaders to deal with teacher absenteeism issue at school level (supported by the Standards Officers) (68). Training for school leaders on how to provide enabling environment for teachers, addressing teacher absenteeism and teacher attitude. A training package will be developed and delivered for all school leaders and senior staff and includes modules on - school management, including teacher management (67-8). School - each school to Yes. There are costings for building works, teacher housing, abolition of school fees, getting overage children into school, preservice and inservice teacher education (47-62). 84

factor in aimed at leaders to deal with absenteeism at school level - supported by the Standards Officers. (34); water and sanitation in all schools; SEN: A study will be conducted to determine the future needs and costs; support and inservice training in disability studies (43); strategy and working groups for vulnerable and children (44); build schools in some areas; remedial by teachers or parents (35). numbers of teachers trained (36); distance education and the use of media in both their special subject interests and pedagogy (36). produce School Learning Improvement Plan, which includes quality of education and management (40) projections of enrolments and staffing requirements; professional development programme for the teachers in that school. The Headteacher and Board of Management responsible for reporting on School Learning Improvement Plan implementation and to act as the link between the school and the school community. Community - Parents and citizens are represented through the Boards of Management and also the Parents and Citizens Associations. Inspector system visiting schools (39). School inspectors who are based in the districts are responsible for monitoring the implementation of the curriculum and the progress being made in the development of basic education (41); 85

factor in aimed at 5.31 Rwanda Education Sector Strategic Plan 2010-2015 (Ministry of Education Rwanda 2010) Learning outcomes not one of the six priority areas (quality is though). Strategies for educational quality: closer integration of curriculum development, quality assurance and assessment, improved textbook distribution, and learning while introducing English as the medium of instruction, setting up a system of monitoring of learning achievement at school and national level (viii); various training mechanisms including mentors operating at school level to support teacher training initiatives (3,000 to be trained) and interactive mediabased instruction (16); child-friendly Strategies: expansion ECD; mainstreaming the child-friendly schools programme (viii); Kinyarwanda initial literacy and learning; English as the new medium of instruction (14); gender sensitive plans and priorities (17); SEN (including children, OVCs, etc.) - reviewing the existing SNE policy to ensure it caters for all relevant groups; support learners with SEN; flexible and accessible alternative opportunities; training in SEN; sensitising learners and communities on the importance of education for learners with special needs (18); National school feeding/gardening programme owned by communities; support to girls in obtaining sanitary towels; special facilities for girls will be established to reduce No link to learning outcomes. Link between high quality teachers and high quality education (29). Teacher-related measures linked to quality improvement: comprehensive teacher development and management system; INSET training (face-to-face training, school-based mentoring and selfdirected study); mentoring to be available in all schools; pre-service teacher training also to include training in English; check proficiency levels of teacher educators, teachers and student teachers in English (15); training teachers in science and technology (17); bonding scheme for teacher training college graduates; access to open and distance learning, Implied. Incentive: construction of teachers houses (21). Not linked to learning outcomes. Management the success of a school depends on the calibre of its leadership.. No, but there is some mention of improved accountability through school boards. Yes there are indicators. Learners - pass marks in national exams; Teachers - % of teachers using learner centred methods on school visits; % of primary teachers achieving required English proficiency grade; % of (lower and upper) secondary teachers achieving required English proficiency grade. School-based and national assessment of English, maths and science. Monitoring and Learning Assessment system will be developed and implemented. Some information on teacher governance. Community - Parent Teacher Committee with a role in management activities and finance, managing the school improvement plans (11). PTC involves monitoring and evaluation of teachers and hiring of contract teachers. School Boards and PTAs (planning and fundraising); District - responsibilities for sector programme planning, implementation and monitoring lie with the District Education Offices. This includes - deployment and payment of permanent staff; provision of information on employed teachers to MINEDUC; transfers of teachers and students within the same district ; monitoring of school financial reports, use of capitation grants, salaries and school feeding (11). Budget for sectors e.g. primary, preprimary level, etc., but little further breakdown. 86

factor in aimed at school approach (22). absenteeism and poor performance. Out of school children educated via non-formal providers; construction of classrooms, science laboratories and houses; mainstreaming childfriendly schools; school feeding programmes ; more day schools at secondary level (rather than boarding); bursary and scholarships schemes for secondary pupils (28). improved salaries and conditions of service; incorporate learnercentred pedagogical approaches into teacher training curriculum; teacher educator training; a comprehensive service contract will be developed of which the Teachers Licence will form a part; a teacher code of conduct will be established defining a set of minimum standards and competencies (31); income-generating schemes such as the Umwalimu Savings and Credit Cooperative Organisation will be supported and expanded provides teachers with subsidised credit which is to be used primarily for incomegenerating activities (31); long-term goal of establishing as a graduate profession (31). School inspection services. 87

factor in aimed at 5.32 Sierra Leone Education Sector Plan 2007-15 (Ministry of Education Science and Technology Sierra Leone 2007) Focus seems to be on ensuring access and setting up basic education systems (x). Improving quality education is a subobjective of the UPE goal (22). Strategies: research on why children aren t in school; no primary fees ; develop indicators to protect and monitor the rights of all vulnerable children who have special needs, come from underserved rural areas or live in extreme poverty; prevent child exploitation which prevents them from enjoying their right to education (x); children enter primary school at age 6 (enforce legislation and ensure all births are registered) (22); expansion of school feeding programme (23); make sure primaries are less than 1.5 miles away; make it easier for girls to access schools; nationwide sensitisation on child rights and the advantages of education; stop child begging and prohibiting the use of children to beg (29); construct SEN schools (33) and training, equipment and No, not linked to learning outcomes. Quality of teachers linked to quality of schooling (26). Teacher education linked primarily to increasing access (x), i.e. quality of education linked to an increase in teacher numbers (x). Teacher-related measures linked to quality improvement: ensure that teachers are trained within 2 years; each teacher participates in at least 1 in-service every 3 years; school heads to monitor work plans and weekly records of teachers; incentives for qualified teachers to access remote /rural areas (31); improve the teacher training curriculum (45); resource centres for teachers (75). Yes. Focus on remote / rural areas (31). Incentives: remote area allowance and development of staff quarters in remote areas (45). Not linked to learning outcomes. Yes. Our vision is a profession with a professional code of conduct that will hold teachers their actions and behaviours (123). Linked to teacher education - If teachers are going to be held student achievement, which they should be, then they must be given the education that they need. The purpose of teacher education will be explicit and the definition of professional success must be linked to student success (124). A few teachers but not for learning. Teachers: reduction in percentage of UU Teachers; Over 50% of teachers with certificates of participation in inservice programs; (31). A school census will be conducted and data on education outcomes and quality will be collected every year (xi). Some information on teacher governance. School leaders - School heads to monitor work plans and weekly records of teachers (31). Training needed for SMCs and BOGs to manage and monitor schools and teachers (98). School Management Committees - governance and support of schools. Community - monitoring school attendance, identifying out-of-school children. Local councils - recruitment and payment of teachers, the provision of textbooks and materials, Staff development (study leave matters). Districts provide monitoring information for central government. Inspectors - Inspection of Partly, break down of costs include teacher training (36, 76) but no further detail. Financial proposals (105 113). 88

factor in aimed at resources to schools; allow child mothers to come back to school (42); curb the tradition of early marriages of the girl child; provide girls with incentives to complete school (53); ECCE to improve performance and retention later in school (85); More female teachers (69) teachers and school curriculum inspection of pupils (95). 5.33 South Africa Action Plan to 2014 (Department of Basic Education South Africa 2010) There are 13 output goals 9 relate to learning outcomes at different stages of the system grades, 3, 6, 9 and 12 (2). Strategies: teacher recruitment and education, learners cover required subjects and have access to materials; functioning school environment and governance; support to teachers (13); study guides and examples of Strategies: improve access to ECD (2); school funding to at least at the minimum per learner levels determined nationally and that funds are utilised transparently and effectively (3); increase the number of schools implementing inclusive education policy (3); no fee schools; school feeding programmes (learner lunches); full service schools (SEN) schools; computerised system (LURITS) with ID numbers for children makes it easier for authorities to track drop outs (17); ensuring Yes. In order to achieve learning output goals four out of 14 activities directly relate to teachers (including new recruits and motivated workforce) (3). Teacher-related measures linked to quality improvement: teacher training; pay and conditions of service are decent and similar to what one would find in other professions (8); INSET; the salaries of teachers (22); distance education for teachers Yes. Incentives: additional pay for teachers in remote rural areas government will focus on its implementation (23). In terms of recruitment yes: in order to achieve learning outcomes SA needs to attract in each year a new group of young, motivated and appropriately trained teachers into the profession (3). Yes. Policy moves to make schools more accountable to parents / communities in relation to the 13 output goals of the Action Plan (including learning goals and related teacher inputs). The paper provides information on how to do this (e.g. via SGB, principal, district office) (9). Involving parents in information about learning outcomes via ANA means schools become more accountable if Yes. In Appendix 2 (5, 9, 12) there are various outcome students around learner achievement goals. Not present for teachers. In 2008 government also began Annual National Assessments, or ANA, which involves testing all Grades 1 to 6 learners in key subjects using national tests. ANA is being improved to ensure that testing leads to better Some information on governance of teachers. School leader - school principal ensures in the school takes place as it should (8). Community SGBs, access to information via the e- education strategy (3). District monitoring of teachers progress with curriculum this new system will involve at least one visit to each school by the district office each year in order to monitor how successful teachers were at completing the previous year's No. 89

factor in aimed at examination questions for grade 12 learners; support to maths and science in schools (15)focus schools that specialise in certain subjects (16); involving parents on discussion on learning. grade R is of high quality (18) and developing coverage of grade R; basic infrastructure in schools (32). and e-education where teachers share materials (24); a better system to reward good teachers (25); less paperwork for teachers and more focus on (25); social contract between teachers and employers. parents become active. Appendix B talks of teacher accountability in terms of preparing for class, spending at least the required amount of time engaged in active in the classroom, maintain the necessary assessment records and ensuring programmes are completed within the school year the overarching framework governing support to teachers and teacher accountability must be a social contract between teacher organisations and the employer (18). action and better planning within government (10). programme, and whether teachers are on track in the current year. Where there are problems, the district office and the school will have to come up with a plan to deal with the situation the new monitoring system will have to check not only whether the year's programme has been completed, but how well it has been completed (26). District level visits - all schools should be visited at least twice every year and certain schools, especially those needing more support, should be visited more frequently (35). Procedures to incentivise good, in monetary but also nonmonetary terms, and dealing with underperformance through support and where necessary, discipline. The Integrated Quality Management System (IQMS) provides a basis from which to move forward in this area. 90

factor in aimed at 5.34 Sri Lanka Education Sector Development Framework and Programme (Ministry of Education Sri Lanka 2006) One of the five major policy themes is Enhancing the quality, economic impact and social relevance of basic and secondary education by supporting initiatives to outcomes and orient the education system to the world of work. Strategies: strengthening, monitoring and evaluation of educational outputs and outcomes (14); increase the number / proportion of 1AB schools (37); making curriculum relevant, teacher education etc. (48); student assessment overhaul (62); incentives for study visits to other Strategies: provide access to education to the severely disabled children of the compulsory education age by 2015; rationalize education subsidy allocation to enhance the subsidies for the children of the lower income deciles by 2010 (30); subsidies such as free textbooks, free uniform materials for students, midmorning meals for students in schools, Grade 5 scholarship scheme, subsidized transport; free education policies; reallocate school subsidies that makes it more equitable (31); rationalise schools (some schools to big some too small); SEN programmes to be developed; All school construction and renovation plans, new construction of additional school Yes. Teacher quality linked to quality of education and quality of education is linked to pupil achievement. Policy will support initiatives to improve learning outcomes by promoting acquisition of higher-order skills and thereby the quality of education (15). Teacher-related measures linked to quality improvement: on-site school-based training and further professional training; reorganize National Colleges of Education to serve as demand driven training institutes (48); promoting generic life skills; teacher performance Monitoring (49); recruitment of teachers on contract basis (rather than permanent jobs); by 2012; salary increments for teachers starting in Yes, but based on numbers of teachers rather than location. here is inequity in deployment of teachers, there are more teachers in some school and less teachers in some other schools; there is excess of teachers for some subjects and deficit of teachers for some other subjects (51). All excess teachers will be re-deployed (58). The trained teachers graduating will be appointed only if there is a vacant position for the specialized subject that the candidate has qualified for. Poor leadership in schools linked to poor learning at school level. Teacher recruitment on contract basis (demand rather than supply-driven) is linked to quality and learning outcomes (55). future recruitment will be done only if there is a need for that teacher to be hired. This is the only way to mitigate the adverse situation that is causing poor learning in schools and perhaps has also contributed to the growing private coaching culture (56). No, but some moves towards making teachers / schools. E.g. Salary increments for teachers starting in 2008 related to performance indicators (94). Increasing information to communities (e.g. resource allocations) to make districts and schools more accountable. Partly. Learners (123-127) there are performance students in first language, maths, teacher education. It is proposed to have a National Assessment at Grade 5 and 8 to strengthen interventions towards quality improvement. There is a logframe, without any indicators (rather activities). (80-114). There is a column for performance indicators but rarely filled in. Teacher performance assessment system To be introduced - annual salary increments will be linked to Little guidance on teacher governance given. Contracting teachers - Heads of schools have to submit formal qualifications of the assigned teacher to a sanctioned post for authorization of that teacher s salary (58). Community - increasing community participation at school level (73). Teacher performance assessment system To be introduced - annual salary increments will be linked to performance assessment and the automatic salary incremental system will be ceased (58). No. 91

factor in aimed at ASEAN countries offered to Divisional Officials and School Principals of the schools and Divisions demonstrating highest gain in student achievement (59). buildings, construction of new schools and renovations, must include access facilities to children with special needs; special education teachers training (40). NFE to bring in drop outs / out of school children (41); Non formal education with parents to influence drop out of children (42). Second chance programme for drop outs; programmes for street children (43). 2008 related to performance indicators (94). performance assessment and the automatic salary incremental system will be ceased (58). Supply of Spectacles (46). 92

factor in aimed at 5.35 Sudan Interim Basic Education Strategy (Ministry of General Education Sudan 2012) There are four strategic objectives. One of them is improve quality of learning in basic education (3). Improving the quality of education has the aim of learning outcomes and retaining students through a complete cycle of basic education (26). In terms of quality the focus will be largely on the quality of inputs known to impact learning, particularly the learning environment, learning materials and teacher preparation and supervision. National system for Strategies: preschool 31 (27); school construction and teacher recruitment and deployment (ii); reducing household costs (including provision of grants to schools in low income communities) ; building demand for basic education, through national campaigns to stimulate demand for education, and specific campaigns targeting under-represented groups (rural children, girls, nomads, IDPs) and school feeding programs(iii); targeted interventions to provide basic education opportunities to out of school children and (iv); water and separate toilets; teacher housing; school feeding (34). Campaigns to focus on demand-side barriers Yes, link between quality of and learning outcomes made: evidence shows that the performance of teachers is one of the most important determinants of student that better consistently achieve better learning outcomes this does not imply, however, that teacher performance assessment can be based simply on learning outcomes of students, since many other factors, many beyond the teachers control affect learning (15). Teacher-related measures linked to quality improvement: better prepared teachers; Yes. Recruitment and deployment of additional teachers, especially in areas with high demand. Program to redeploy teachers from areas of low student-class ratios to areas of high studentclass ratios. Incentives: piloting of incentives for teachers, and by targeted construction of teacher accommodation to facilitate more equitable teacher allocation, especially in hard-toreach areas (33). No links to learning outcomes for recruitment and deployment. Link between teacher learner outcomes. The system strengthening pillar will provide the foundation for the education system and ensure longterm quality, accountability and sustainability. There are some teachers Indicators for expected number of teachers involved in pre-service training, upgrading of unqualified teachers and in service teacher education (39). There are student completion rate and grade 8 exam pass rate (40). There is no system to student learning outcomes in Sudan. Plans to pilot a new national learning assessment system of the ESR (41). Also results framework (56-60) with indicators. Policy provides some information on teacher governance, but it is not clear. Teacher management identified as an area needing strengthening (30). The key challenges that confront teacher management fall into three categories: (i) teacher deployment and utilization; (ii) teacher preparation and professional development; and (iii) teacher performance management and career advancement. The MoGE has established a high level working group to investigate policies and system changes that would promote more efficient deployment and utilization of teachers. Inspectors aim to have 30 teachers to one school Yes. Breakdown of for interventions (45-6) includes new classrooms, staff into hard to reach areas, school grants, campaigns for hard to reach group, teacher education, etc. 31 International evidence shows that participation in pre-school education improves children's cognitive skills, educational attainment later in life and yield higher lifetime earnings, particularly among children (27). 93

factor in aimed at learning assessment. e.g. early marriage, education in conflict areas; and incentives such as sports, cultural activities organized by schools and communities (34). Reduce costs to households: pilot grants to schools to reduce fees, uniforms and other direct costs; lobby for removal of taxes/duties on educational supplies and materials (35). improved supervision (29); strengthening of school supervision; national system of learning assessment; support for the quality of preservice education; continued upgrading of qualifications of inservice teachers (15,900 qualifications upgraded); skills courses for 62,000 in-service teachers; teacher codes of conduct (38); cluster-based professional development for teachers (41). inspector. 5.36 Swaziland Swaziland Education and Training Sector Policy (Ministry of Education and Training Swaziland 2011) No focus / mention of learning outcomes. Main focus on equitable access, retention and quality (4). There is mention of: eliminate(ing) all barriers to learner achievement, including but not limited to those related to gender, Strategies: fee-free basic education; schools as centres of care and support (e.g. child centred schools); train teachers in guidance and counselling (22); working group on incorporating OVCs in school (23); flexible programmes for OVCs (24); SEN - advocacy and promotion; staff Not linked to learning outcomes. Teacher quality is linked to quality of education. Teacher-related measures linked to quality improvement: preservice and in-service teacher education; ensure every secondary school has at least one qualified Yes. Incentives: aim to develop fiscally-realistic and appropriate incentives to ensure the continuous staffing of rural and other isolated primary schools, secondary and high schools (33, 5). Not linked to learning outcomes. No, but there are plans for a teacher performance management system (32, 36). No indicators. Learners - summative tests to be introduced grades 3 and 5. Grade 7 exam to be removed. No clear information about teacher governance. There are school committees (33). M&E system to monitor, evaluate and report on the quality of in primary schools (34). Developing performance management system (32, 36). No. 94

factor in aimed at disability, special needs, stigma or discrimination (36). training and curriculum development; develop facilities; all primary schools user friendly for SEN (18); Vocational alternatives to mainstream education (20); drop outs to be reintegrated e.g. pregnant girls, children in problem with law (27); mother tongue in early years; phasing out grade 7 exam so all children can progress to secondary education (28); ECD for all children age 3-6 and ensure the full integration of the nation s most vulnerable children (30); school readiness programme, promotion in community etc.; universal introduction of school feeding (33); upgrading facilities and building new schools (33); non-formal education for drop outs; equivalence programmes; mathematics, science and ICT teacher (36) - short-term importation of qualified teachers in these fields; revised teacher education and instructor curricula; pre-service and inservice training for non-formal education teachers. Inspectors to monitor and ensure a child-friendly school environment, compliance with curriculum requirements and the of life skills (34). 95

factor in aimed at 5.37 Tanzania Education Sector Development Programme (United Republic of Tanzania 2008) Focus on learning outcomes is an overall policy priority. The aim is for an integrated and outcomesoriented education system (viii). Immediate priority: the establishment of delivery strategies and actions that emphasize the achievement, improvement and evaluation of learning outcomes and outputs (9). Strategies to outcomes include upgrading teachers and rewarding teacher progress. Strategies: COBET (Complementary Basic Education in Tanzania); satellite schools in rural areas; school feeding schemes particularly where parents/ guardians are nomadic pastoralists (14); SEN teacher education; SEN review. Inclusive education where possible. Yes, teacher quality linked to learning outcomes: one of the policy s six key intentions is to: achieve a properly managed, better performing and more motivated force as the key catalyst to attaining quality outcomes (4). Teachers performance is judged on the basis of how well their students/ learners perform in terms of added value achievements and attainments as demonstrated in task related to learning (31). Teacher-related measures linked to quality improvement: enhancing teacher quality; rewarding progress (16); supervision and mentoring of teachers in order to reduce absenteeism No, but there is a scheme to give teachers bikes to get to rural schools. Teacher development is directly linked to learning outcomes (4). Management linked to learning outcomes in so much as managers are to be institutional leaders who ensure force are working as well as possible (14). Recruitment not linked. There is a focus on accountability (viii). The focus is on schools and the system in general (although monitoring is linking learner results to teacher performance (31). Responsibility for improvement is with teachers: teachers assisted to embrace the principle that the school and teachers themselves cannot be improved from outside but, rather, facilitated to reflect upon their roles as trainers, researchers and scholars to empower themselves to engage in clinical supervision and relevant preparatory practicum (7). No. There is an emergent logframe, but indicators are possible indicators and not fully developed (56). Teachers - the 5 key results areas include: attitudes, skills, abilities and performance enhancement; and improved costeffectiveness of outcome/outputs achievement (11). These do not have VIs attached. While the performance management system is being developed learners and teachers capabilities and skills values based on: performance is judged on the basis of how well their students/ learners perform in terms of Some information on teacher governance, but not easily defined. Teachers - to be appraised, rewarded and sanctioned based on merit (8). Aim to establish outcomes-oriented monitoring and evaluation of education provision (5, 13). Use instruments such as the Open Performance Review and Appraisal System (OPRAS) at school level will be instituted to help monitor teachers (ix). Community - Promotion of institutionalised public participation in relation to quality, governance, access, accountability (7). Inspectors long-term schools to be inspected twice a year. In short term inspections will be increasingly conducted (x). There are financial plans (62-5) but nothing which breaks down the budget in any detail. Similarly the chapter on (39-47) doesn t break down costs. Rather it discusses affordability of policy and how to fund it. 96

factor in aimed at and increasing pupils time on tasks; head teachers to become institutional and instructional leaders who ensure their force are working appropriately (14); Professional Development Centres established to enhance quality of and for teachers to gain more qualifications (7); teacher resource centres enhanced (14); training in IT so teachers can access open learning (7, 14); implementation of teacher development strategy and inservice training for force at all levels (14); ensure status, pay and incentives are sufficient to motivate to high performance (8). added value achievements and attainments as demonstrated in task related to learning (31). 5.38 Timor Leste National Education Strategic Plan 2011-30 (Ministry of Education Timor Leste 2011) Four cross-sector interventions include quality education (which includes teacher Strategies: increase pre-school; building classrooms in areas (esp. secondary Yes, quality of linked to learning outcomes. Also quality linked of quality of Policy aims to: Develop and implement new teacher deployment policy to ensure quality in There are four new school management principles which include quality learning outcomes. There are calls for increased accountability of teachers. There are some indicators but some could be developed (some are activities). No clear information on teacher governance. Schools carry out human resource Expected budget in sub-sector every five years till 2030 e.g. primary, secondary, etc. 97

factor in aimed at quality) (59). Quality of linked to teacher outcomes. To improve learning outcomes: school-- based programmes to improve and learning, curriculum implementation, teacher professionalism and assessment (80). schools); training teachers; new social policy tools (conditional cash transfers, scholarships, loans) (62); expand capacity in primary schools; prepare a plan for overage learners and children living in poverty; scholarships for girls to secondary education; gender violence focus (130). SEN training in clusters on inclusive education; increase awareness of ECD for SEN; central resource centre; child-friendly schools; review policies (131); develop a social inclusion policy and look at ways of its implementation (132). Grants for uniforms, transport and school grants identified in budget, but perhaps not in text (213). education. Teacher-related measures linked to quality improvement: efficiency and effectiveness of pre-service and in-service training and human resource management; training for teachers in curriculum development (90); all in service teachers qualified to minimum standards based on national competency framework; new regional teacher training centres; increase in academic and professional quality of the staff working in pre-service institutions; TV education, distance and cluster-based teacher education; implementation of teacher competence and performance surveys to define learning needs (141); new teacher career regime based on merit and performance (141). remote and urban areas, and to provide fair opportunities for all female teachers. Defined as: schoolbased programmes to improve and learning, curriculum implementation, teacher professionalism and assessment (80), The quality of teacher management is especially poor. Teacher performance is A problem. Teachers with Low qualifications and performance receive the same salary as those with good qualifications. The Teacher Career Regime Should improve the situation. The management of the Teacher Career Regime Will be a major Challenge for the Ministry. Staff discipline and Accountability needs to improve. Good performance Should be Rewarded and Staff that consistently fail to show commitment to their job should be removed. Poor teacher attendance is an issue and attendance lists are often either not completed or filled in Teacher education indicators are activities with expected dates for completion. There aren t any learning indicators. Teachers e.g. increases in teacher numbers per year (261); number of teachers correspond to ideal staffing formulas; all teachers approved the MoE competence tests (101). management. New teacher career regime based on merit and performance. Teacher performance management system based on quality assurance systems implemented in the classrooms (141). National offices have monitoring systems in place to control the regional execution of programmes and. School inspection services. (211). This is broken down at primary level (213) to include teacher training development, uniform grant, transport grant. Breakdown includes teacher training at secondary level (214). It s broken down for social inclusion and quality (215) this is largely staff expenditure, equipment, materials and recurrent expenditure. I presume teacher quality is teacher education but this isn t clear and if not, no budget for teacher education. 98

factor in aimed at incorrectly. There is no Proper link Between attending Work and receiving A salary (163). 5.39 Uganda Education Strategic Plan 2010-2015 (Ministry of Education and Sports Uganda 2010) Overall objective is to achieve UPE and USE by 2015 (37). Access and quality are two main objectives at primary and secondary level. Focus, for example, is on shifting teachers from higher grades to lower grades to reduce PTR. Strategies for learning: local language instruction, preprimary education. Strategies: primary schooling to become free and compulsory (38); government support to NGOs working in communities (50); enhancement of provision of SEN; capitation grants; possibly school feeding schemes (51); flexible schooling provision for some communities (52); targeting grants to schools and bursaries in needy areas (57); quality enhancement initiative implemented in 12 poor performing districts (66). Yes, teacher quality linked to learning outcomes. With regard to NAPE tests: there is a need to better use the results of the NAPE to inform and learning practice: no change can be brought about by simply measuring performance, there needs to be appropriate responses in a number of areas (40). The Updated ESSP and the respective sub-sector action plans respond to the growing imperative of the capacity and performance of teachers as a key driver of learner achievement (36). This includes teacher education. Yes. Aim to deploy NFE instructors working for NGOs to communities, train them and pay them (50). Incentives: provision of housing for female teachers in hard to reach areas prioritised (52). Teacher development is, but not recruitment or management. There are moves to make schools (with an emphasis on school leaders) more accountable to communities. Schools will be encouraged to publish the results of assessments of students achievements in literacy and numeracy, which will become the basis of each school s plan to improve areas in which achievements are weak (64). Focus seems to be on head teachers - The Ministry has introduced customised performance targets for head teachers and deputy heads No. Learners - Basic Requirements Minimum Standards to be used for monitoring from 2010. Monitoring pupil achievement through annual NAPE tests (40). No clear guidance on teacher governance. School leaders - training in management and improved efficiency at school level. SMCs and Boards of Governors are required to be established in all government funded schools (44). Focus to enhance school level supervision in order to minimize absenteeism of head teachers, teachers and pupils (9). SMCs take decisions on school management and finance. Inspection of schools - undertaken at district level. Costs are broken down to primary / secondary / BTVET, but no further than that. 99

factor in aimed at Teacher-related measures linked to quality improvement: teacher training (40). aimed at enhancing their performance and compliance to set learning achievement targets (64). 5.40 United Arab Emirates Ministry of Education Strategy 2010-20 (Ministry of Education United Arab Emirates 2010) Learning and outcomes is a key focus. Student outcomes is one of the 5 themes. 10 strategic objectives include: ensuring high quality curriculum is in place so that students are best prepared for the knowledge economy; ensure all students receive excellent from all education staff; ensure excellent learning environment and tools, to ensure that students needs are met (2). Strategies: SEN support integration into education system and improve programmes and services (2, 3); develop ECCE (3). Yes, quality of linked to learner outcomes. Under Student Outcomes theme ensure all students receive excellent from all education staff is one of two strategic objectives (2) within this is the professional development of teachers. Teacher-related measures linked to quality improvement: professional development of teachers; develop and implement education staff career development program; develop and implement a performance management scheme for education staff No. No. No. No indicators. Desired outcomes not really measureable. Learners - implement national exams to assess the quality of education. Compare student outcomes through the participation in international examinations (3). No clear guidance on teacher governance. Teachers - License educational staff in private and public schools. Schools - Implement quality control measures on schools. Execute accreditation system on public and private schools Community - Parents representation via councils that closely work with school administration/ principals to review school performance (6). Inspection on private schools. No. 100

factor in aimed at linked to training plans; train education staff; develop and implement training program for teachers and school leadership (3); license education staff in private and public schools; Implement quality control measures on schools; accreditation system in public and private schools (4). 5.41 Zambia Education Sector National Implementation Framework III 2011-2015 (Ministry of Education Zambia 2010) Improving quality and relevance is one of the six goals (iv). Learning achievement is part of the quality goal. Strategies: teacher education, Strategies: infrastructure development (10); SEN provision (17); bursary support to orphans and vulnerable children, rural children; strengthening psychosocial support systems; school feeding (20, 26); support to community schools (49) and use of NGOs (49); qualified teachers to community schools. No. Teacher quality and supervision is linked to quality of educational provision (9), rather than learning outcomes specifically. Learning achievement is linked to: relevance, effectiveness and efficiency of education provision (9). Teacher-related measures linked to quality improvement: teacher training; CPD; training in certain subject areas (e.g. maths, science); Yes. Aim to put qualified teachers in community schools. Incentive: rural hardship, loans, housing etc. (38). Teacher deployment and development are on quality of education rather than outcomes. No. Yes. There are national test results (literacy and numeracy) and teacher qualifications (19, 40-41). Key performance indicators p.82 for NIF III evaluation in 2013 include learning outcomes and PTR, but not teacher education. Some information on teacher governance: School Level: Focusing on policy implementation, quality assurance, teacher management, and school quality management (66). Teachers - development and application of effective teacher assessment and inspection systems; design and application of an effective standards assurance system that monitors teacher performance. E-governance in teacher Costings provided per sub-sector (85) including teacher training (college based). It looks at unit costs of teacher training as % of GDP and recurrent costs as % of projected GDP per capita, but not what the overall budget is. Doesn t break down schoolbased. 101

factor in aimed at recruit and deploy adequate numbers of teachers (16); teacher resource centres for CPD at school level (36). management will be explored so as to minimise the occurrence of such vices as teacher absenteeism (10). Performance Management System that monitors the performance of teachers at different levels, both in schools and teacher training institutions. District Level: Focusing on policy implementation, quality assurance, procurement planning and management, financial management, strategic planning and monitoring and evaluation. Inspections - enhancement of inspections of basic schools. 5.42 Zimbabwe National Action Plan: Education for All Towards 2015 (Ministry of Education Sports and Culture Zimbabwe 2005) Logframe calls for schooling to provide a relevant learning experience through updating curricula, life-skills programmes and Strategies: include vulnerable and children in ECCE (18) expand provision and training of staff (50); and learning materials for all, No, but teacher quality linked to quality education. Teacher-related measures linked to quality improvement: Implied. Incentive: build teacher housing (53). No. No. Some but could be developed. Teachers - increase percentage of trained teachers from 90 to 100% (1) / 88% to 100% (52). No clear guidance on teacher governance. School leaders call to capacitate school leaders to better supervise schools (48-9). There is a budget identified for various activities e.g. INSET, removing unqualified teachers, removing barriers to educational 102

factor in aimed at Strategies: textbooks (57); maths and science camps (65); teacher training. including those with SEN; construct schools in all underserved, and remote areas; scholarship / financial assistance programmes; tuition fees and levies kept at affordable rates (52); upgrade facilities at needy schools (53); study who is excluded and why (54-55); outreach programmes (56); SEN - identify physical barriers in schools; target schools for facilities including residential facilities (56); identify training needs and hold workshops with educators (57); scholarship programme for girls from families (66). teacher education (pre-service and inservice) (67); 100% of teachers to be trained (52); cluster programme training (53); identification of schools staffed with under-qualified and untrained teachers and replace them with trained teachers (68). Learners - improve pass rate at O level to 50%.. Inspections - supervision of schools up to two visits per year (67). access, etc. (50-68). 103

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