Publication: Djibouti : Teachers
Date
2010-01
ISSN
Published
2010-01
Author(s)
World Bank
Abstract
An explicit policy to attract teachers
to hard-to-staff schools through wider incentives could help
ensure that all schools are staffed with qualified staff.
Using teachers years of experience and position in the
profession as criteria for determining teacher transfers may
be leading to inequitable effects, exacerbating
hard-to-staff schools' recruitment problems.
Djibouti's current definition of professional
development, although still being determined, is restricted
to traditional forms of professional development such as
courses and seminars with less focus on applied activities
on improving classroom instruction that are most likely to
lead to greater teacher effectiveness. In high-performing
education systems, professional development not only
includes activities such as education conferences and
seminars but also other types of professional development
which have been shown can impact teacher performance, such
as teacher networks or mentoring programs.
Link to Data Set
Citation
“World Bank. 2010. Djibouti : Teachers. Systems Approach for Better Education
Results (SABER) country report;2010. © Washington, DC. http://hdl.handle.net/10986/17655 License: CC BY 3.0 IGO.”