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Teachers for Tomorrow's Schools

Price: $ 20

The 1990s have witnessed growing demand for learning throughout the world. Compelling incentives for individuals, economies and societies to raise the level of education have been the driving force behind increased participation in a widening range of learning activities by people of all ages. The challenge is now how best to meet rising demand while ensuring that the nature and types of learning respond to needs in a cost effective manner. There is an increasing recognition that teachers play the central role in efforts aimed at improving the functioning of education systems and raising learning outcomes. But do government policies consistently reflect this awareness? Does what is demanded of existing and prospective teachers match what is offered to them in terms of economic incentives and career prospects? This volume is the 2nd in a series of publications that seek to analyse the education indicators developed through the OECD/UNESCO World Education Indicators program. It examines trends in educational finance and governance, with particular attention to how they relate to teachers and teaching conditions; reviews patterns of access and participation in education systems to signal changes in the demand for teachers; compares what is demanded of existing and prospective teachers in terms of qualifications and workload with existing financial and other job-related incentives; and reviews the policy choices and trade-offs that governments face when balancing expanded access to education against the need to attract and retain good teachers. A statistical profile of important determinants of the demand and supply of qualified teachers together with a comprehensive statistical annex covering both WEI and OECD countries complements the analysis. Countries participating in the OECD/UNESCO WEI program: Argentina, Brazil, Chile, China, Egypt, India, Indonesia, Jordan, Malaysia, Paraguay, Peru, Philippines, Russian Federation, Sri Lanka, Thailand, Tunisia, Uruguay Zimbabwe

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