World Bank2013-08-282013-08-282001-12-06https://hdl.handle.net/10986/15463The study selectively looks at the complex set of issues surrounding the effectiveness of Brazil's teachers, in the context of the "ensino fundamental" program changes, and examines the key stages of the teacher career, i.e., preparation, professional entry, and professional development - as they cut across the policy dimensions of quality assurance, management, and incentives. Chapter I analyzes the key reforms, and demographic trends which are reshaping the macro environment for Brazil's teachers, as well as the legal, and financial impacts on teacher compensation, and certification. Chapter II looks at the evidence of teacher quality, and performance, by analyzing the national achievement test scores, which show a continuing wide divergence in student learning across regions, and between state, and municipal systems. Chapters III and IV focus on teacher preparation, and teacher management respectively, recommending a close focus on school leadership - criteria and processes. Chapters V and VI look at teacher professional development, and compensation issues. The final chapter maps the overall strategy which should include the following key policy areas: quality assurance, teacher professional development, management, and incentives, suggesting roles and responsibilities for the Government, prioritizing on further research across finance, planning, and education.en-USCC BY 3.0 IGOTEACHER DEVELOPMENTTEACHER QUALIFICATIONSPROGRAM EVALUATIONEDUCATIONAL ASSESSMENTTEACHER CERTIFICATIONTEACHER EDUCATION PROGRAMSTEACHER EMPLOYMENT BENEFITSTEACHER TRAININGPOLICY FRAMEWORKQUALITY ASSURANCEPROFESSIONAL EDUCATIONMANAGEMENT EDUCATIONINCENTIVESCAREER DEVELOPMENTEDUCATIONAL FINANCINGEDUCATIONAL PLANNING ACCREDITATIONACHIEVEMENTASSESSMENT METHODSBASIC EDUCATIONCOMPLEXITYCURRICULUMDROPOUT RATESEDUCATIONEDUCATION DEGREESEDUCATION OFFICERSEDUCATION QUALITYEDUCATION SECTOREDUCATION SYSTEMEDUCATION SYSTEMSEDUCATIONAL STUDIESEXPERIENCED TEACHERSFEMALE TEACHERSFORMATIVE EVALUATIONSFUNDAMENTAL EDUCATIONGEOGRAPHYHUMAN DEVELOPMENTINTERNSHIPSINTERVENTIONSLEADERSHIPLEARNINGLEARNING PROCESSLEVEL OF EDUCATIONLIFELONG LEARNINGLOW ACHIEVEMENTMEANINGNATIONAL EDUCATIONPEER REVIEWPERSONNEL MANAGEMENTPROFICIENCYQUALITYQUALITY ASSURANCEQUALITY EDUCATIONREPETITIONRURAL AREASSCHOLARSHIPSSCHOOL EFFECTIVENESSSCHOOL ENVIRONMENTSCHOOL IMPROVEMENTSCHOOL MANAGEMENTSCHOOLINGSCHOOLSSECONDARY EDUCATIONSECONDARY SCHOOL TEACHERSSIGNIFICANT IMPACTSPECIAL PROGRAMSSTUDENT ACHIEVEMENTSTUDENT PERFORMANCESTUDENT TESTINGTEACHERTEACHER APPRAISALTEACHER CERTIFICATIONTEACHER CHARACTERISTICSTEACHER COLLEGESTEACHER COMPETENCIESTEACHER DEVELOPMENTTEACHER EDUCATIONTEACHER EDUCATION PROGRAMSTEACHER EDUCATION REFORMTEACHER EDUCATORSTEACHER EFFECTIVENESSTEACHER EVALUATIONTEACHER INCENTIVESTEACHER LEARNINGTEACHER MANAGEMENTTEACHER PREPARATIONTEACHER PROFESSIONAL DEVELOPMENTTEACHER QUALIFICATIONSTEACHER QUALITYTEACHER SALARIESTEACHER STANDARDSTEACHER SUPPLYTEACHER TRAININGTEACHERSTEACHINGTEACHING COMPETENCIESTEACHING PRACTICETEACHING QUALITYTEACHING STRATEGIESTERTIARY EDUCATIONTEST SCORESTEXTBOOKSTRAINING CENTERSTUTORINGUNIVERSITIESWorld Bank10.1596/15463