Publication: Djibouti : Teachers
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
“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.”