Policy is generally an intent, a set of rules and principles, adopted for ease of governance within an organisation. It is fundamentally important for organisations to have implementable policies, as it forms a linking pin between the school management, teachers, students, parents, and the rule of law. An organisation without policy is an organisation without control. If there are no formal policies, then organisation staff at any level would have no guidance on how to make right consistent decisions. Imagine, a parent approaches a teacher, and requests to view her child’s answer script. If the school has no proper policy on Assessments, the choice on whether to show the answer paper might depend upon which teacher she spoke to, or whether the teacher she speaks to is having a bad day. In short, an absence of policy leads to inconsistency of decision making. Not everyone understands why policies exist – some people view them as being bureaucratic and overbearing. In reality, as the school management cannot be everywhere all the time to ensure staff carry out their tasks correctly and responsibly, policies provide useful and necessary assistance. Rules therefore help to decrease the amount of direct supervision by the management, and at the same time increase the efficiency of work processes. Besides, policies are also important because they help a school establish model operating procedures and create standards of quality for learning and safety, as well as expectations and accountability. Without these, institutions would lack the structure and function necessary to provide the educational needs of students. Eventually, policies are key for the success of a school, and provides many other privileges provided they are written well and kept up to date. Internal Controls Organisational policies should serve as an important form of internal control. Policy form as a control mechanism that will effectively limit the behaviour of teaching and non-teaching staff. Instructions could be that two teachers must be involved in any assessment process, one to correct the answer script, and another to audit the sheet. Policy should always be enforced through some kind of scrutinising mechanism, or it will be a weak internal control. School management can make life easier by creating proper internal controls that are enforceable. Minimise Costs: Management always feel the need to minimise costs. This can take the form of examining the real amount of resources required for what the School actually needs, such as finding the cheapest suppliers without sacrificing quality. It can also be about limiting the financial losses that can cripple school operations, such as shortages, wastages, errors and other kinds of losses. When policies address potential sources of risk and require employees to know them, it creates awareness of the need for risk management. It is best to ensure that employees comply with company policies intended to minimise risk. Maintain Compliance School policies must enable the organisation to maintain a degree of accountability in the eyes of internal and external stakeholders. School has an obligation towards the law of the land. Compliance is to follow these established defined statutory procedures and practices. Educational policies are rules that are intended to help schools teach students efficiently, fairly and safely as per the regulatory norms, and the Board to which the Institution is affiliated. These terms determine how students are taught, what they are taught, how schools manage students and its personnel. Build a Learning Culture Academics being the major service of a school, it is mandatory to create a learning culture by encouraging the staff to continuously add to their knowledge. This includes determining which capability each staff should acquire and creating a process for updating it throughout the year. For example, a policy to have a staff competency matrix and training need analysis for all staff must be completed before becoming eligible for the appraisal. Initially each staff learning should include a checklist of tasks, such as required training and development, work samples and formal learning instructions. Safe Learning Environments Students, teachers and staff members deserve to feel physically and psychologically secure in their environment. Policies influence how safe individuals are in school. In order to create this environment, guidelines need to be developed and reinstated that establish safety standards for the physical environment and mental state of students and staff. Disciplined rules have an effect on the safety of students and staff at school level, therefore, procedures should extend beyond the classroom, frequency of fire drills, anti-bullying, and how staff should respond during a medical emergency. Setting Goals and Establishing Productivity Students and teachers are the major customers of all the policies in a school. Management should establish standard rules to guide acceptable behaviour, and help create a conducive learning environment. All of these are necessary to help the institution run smoothly to ensure that students receive a quality education. In order for an institution to encourage higher learning, plans must be in place that establish goals as set forth by the school management. This is important for relating education to the community and making it responsible to the larger world. Accountability through the use of goal-oriented policies ensures productivity – thus save time, prevent confusion and unify the school. Suspension and Expulsion Although the law strictly disapproves it, the school should be very careful in determining when a student should be suspended or expelled, because it can impact a child's future. Although it is common to expel students for excessive violations of school rules, this is not always a good option for dealing with behaviour problems. When a child is expelled, he may lose his desire to continue attending traditional institution and quit. Suspension policies can inadvertently discourage students from attending school, leading to a lifetime of low-paying jobs or dependency of others. For this reason, it is important to have policies that incorporate other solutions before resorting to suspension and expulsion. Equality Equality in the schools is again determined by it’s policies. School must have guidelines requiring acts of discrimination to be reported to their administrators and to be remedied promptly. There are also rules in place to make sure that children with disabilities, or slow-learners, receive the same access to an education as other students. This ensures that everyone gets the opportunity to contribute to society and thrive economically. Teacher Engagement Another important thing is that policies on teacher training and engagement should focus more on the professional continuum of teachers. Teacher engagement is the key element for teacher retention, including teacher interventions, and their continuous professional development all over their career – they are a whole and they are interconnected. A proper workplace policy also aims to guide teaching and non-teaching staff in how to perform in the school for various prohibited issues in – harassment, internet use, health and safety, and social media are just a few. Stakeholder involvement Last but not the least, collaboration between all the stakeholders should be much larger. It is extremely important that everyone is involved in the policy-making, that each stakeholder has his/her role, and should be able to take that role into the process. Schools should have well-documented and comprehensive policies and standard-operating-procedures for all the internal and external stake holders. Having well-developed policies and rules can empower the School to:
Subsequent to the policies being established, it is important to convey decisions that are made on a school level to the relevant stakeholders, students, teachers and other staff. Because it is necessary that they know which decisions have been taken, why they have been taken and what the whole rationale behind this decision was, the management should really focus on the strict adherence to them, as it only stays valuable as long as they are properly implemented and monitored. Printable page generated Friday, 19 Aug 2022, 11:46 As this Guide demonstrates, developing a teacher policy is a complex endeavour, which depends on a number of political, social, cultural and economic factors – many of them external to education. In the first place, implementation is often very country-specific. Teacher policy may not have the desired political ‘visibility’ during implementation that, for example, a new school or free enrolments for all learners may have. As political figures often need to show immediate outcomes for their constituents, teacher policy development becomes politically complex and costly, as pointed out in other regional policy guides (OREALC, 2013: 9, 90). Factors affecting implementation include overall government policies, capacities and political orientation, as well as the state of the education system and teaching profession at the time of policy development and implementation. Political and social forces at work in the country – for example, the strength of teachers’ organisations or other stakeholders – add to the project’s complexity. Bearing in mind all of these potential influences, the ultimate goal of developing a policy is to implement it as far as possible. Therefore, as Chapter 4 proposes, plans for implementation should already be well underway as part of the policy development process, with a timeline and roadmap sketched out by the policy developers that are appropriate to the country and educational context. Some evidence put forward to guide education policy implementation in OECD countries may help guide future efforts in these and other countries (Box 5.1). One of the first decisions, depending on the country’s political context, will be to determine whether the policy is best applied through a government programme or campaign, executive or administrative decisions/rules, legislation, or a combination thereof. Questions to bear in mind include:
As outlined in Chapter 4, reflection on an implementation plan will have begun during the policy development process. The next step in the process is to develop a clear and manageable implementation vehicle and plan for decision-makers. Research on effective implementation of education reforms centred on school improvement efforts in high-income OECD countries points to several factors, including:
Source: Yelland and Pont, 2014. The focus of this section is implementing policy and the structures that need to be in place to ensure the successful implementation. As you read this section, make brief notes on:
Think about your own context and reflect on which aspects of the implementation process are strong and which could be strengthened. As Chapter 4 outlines (in the section on Phase 3 of the policy process), legislation to implement a teacher policy may or may not be required under a country’s political system, but implementing policy through national legislation adds another – potentially decisive – political dimension. In a democratic society, the national law is supreme in relation to the country’s constitution. Legislation is almost always accompanied by funding and administrative implementation measures that greatly enhance (but do not guarantee) the chances for a policy to be successfully implemented. As noted in Box 2.6, examples include the ‘No Child Left Behind’ legislation, adopted in 2001, and the ‘Race to the Top’ initiative in the United States, introduced as part of the economic stimulus legislation adopted in the wake of the 2008 financial crash. Given the federal nature of the United States, both programmes incorporated substantial financial incentives encouraging individual states and local school districts to follow the policy goals, based on strictly defined criteria and plans. Many states and local school districts developed plans to meet these policies’ criteria and secure the necessary federal grants, often focusing on teacher assessment and employment issues, as outlined in the ‘Race to the Top’ initiative. Recent reports reveal mixed implementation results, noting challenges such as too few resources, lack of communication and stakeholder involvement (see, among others, Baker, Oluwole, and Green, 2013; Boser, 2012; Weiss, 2013). Nevertheless, the political debates around the legislation and the efforts to comply with implementation incentives have given the policies much more visibility and influence than they would otherwise have had. Planning and providing technical and legal support to a country’s legislative body to adopt a law(s) to implement a national teacher policy is not without costs, delays and potential setbacks. Box 4.5 describes the process and timeline for the adoption of India’s Right to Free Education Act, 2009. Including legal challenges, this policy was officially approved only in 2012, at the end of a ten-year process. The adoption of the legislation, and its reaffirmation in line with the country’s constitution, is a potentially powerful tool for education authorities and stakeholders to advance teacher policy in a country that engages nearly 15% of the world’s primary and secondary teachers, and needs an estimated 3 million more teachers by 2030 (UNESCO, 2014; UIS, 2014). If legislation is the chosen policy implementation path, technical support from policy developers is essential at various stages: drafting legislation to include legal experts’ knowledge and input; responding to parliamentary enquiries (commissions/committees or direct responses to lawmakers or their aides); building relationships with political interest groups, including important stakeholders; lobbying legislators and the media; and refining the legislation or its implementation provisions post-adoption. Policy developers within the MoE or other teacher employer/management agency or department may be mandated or choose to employ executive or administrative paths to policy implementation. Derived from institutional authority given by legislation and accompanying regulations, such avenues are less onerous (including in terms of staff and financial resources). Achieving the desired impact may prove more difficult, because they do not always have the necessary political authority and accompanying financial backing. At the same time, they can be a more cost-effective means of policy implementation, and even an improvement on less authoritative instruments, such as issuing guidelines in decentralised systems. Kenya’s teacher recruitment policy is an example (Box 5.2). Kenya’s TSC has a mandate to establish and maintain a sufficient and professional teaching service for public educational institutions in the country. Decentralization of TSC functions to district and school levels, to bring services closer to users,was followed in the late 1990s by a government embargo on public service recruitment, thereby stopping the automatic employment of trained teachers. The Commission then adopted a new policy of recruiting teachers on the basis of demand and vacancies through natural attrition and implemented annual guidelines, which were revised every year before the recruitment exercise. In 2006, the Commission developed and published a comprehensive policy to enhance efficiency in teacher recruitment. The policy provides direction for future recruitment, defines the roles of the recruiting agents, and outlines the roles and responsibilities of other actors involved in the process. It lays out an institutional framework for implementation, including lead and implementing units, tools for implementation (among which guidelines to decentralized units, employment forms and teacher codes of conduct and ethics), monitoring and evaluation (including a matrix) and revision to address emerging issues. Its authority derives from both legislation (the TSC Act) and regulations (the TSC Code of Regulations for Teachers). For more information: TSC, Kenya, 2006. Policy implementation may utilize a number of tools or instruments, including a plan of action, a logical framework (log frame), guidelines or similar tools. The chosen instruments should include a timeline that takes into consideration the amount of time required to implement a policy, challenges to doing so, and capacities for operationalizing the policy. An action plan serves as a roadmap for authorities on implementing a policy’s objectives, strategies and programmes, based on planned resources, defined roles and responsibilities, and the desired timing. Some action plans are formulated more generally, as in the case of the United Kingdom’s plan for teacher education (Box 5.3). In 2011, the UK DoE published an implementation plan for the ITT Strategy. The plan’s target audience includes major actors in teacher training, namely schools and universities, teachers and teacher trainers. It follows the major themes of the strategy, listing the principal activities expected to be carried out under each major theme: the quality of trainees (five activities); better investment – better teachers (12 activities); and reform of training (nine activities). The plan also includes a chart setting out the important dates and milestones for implementation of the strategy. Source: Department for Education, United Kingdom, 2011 The consensus is that a carefully formulated action plan increases the likelihood of successful implementation. Elements to be considered when constructing an action plan include:
Developing an action plan that has a reasonable chance of successfully implementing a teacher policy requires dialogue among various actors with different tasks and roles, as outlined in Chapter 4 and Box 5.1. Since it is a very political process, effective dialogue should take place at different decision-making levels and with the widest possible range of political actors, including:
Given its political nature, the dialogue over the plan’s implementation, like the process of developing the policy itself (Chapter 4), inevitably involves compromises in prioritizing the nature and performance of the required activities. Revisions, postponement or cancellation of lower-priority activities should be expected so that the maximum number of stakeholders/actors can commit to and own the success of the policy and plan. Rather than weaken the plan, a process based on compromise and trade-off will usually enhance the likelihood of successful implementation, if it brings together the maximum partners in the process. Once decided, the action plan will need to be fully costed and (in as much as possible) funded from within existing resources according to the above parameters. Implementation funding may be distinct from policy development funding (Section 4.3), even if it is part of a unified budget that provides for both from the very beginning. Where necessary and possible, resources may be sought from national stakeholders and/or international partners on a general or project-specific basis (as is the case for general education funding). This highlights the importance of broad-based stakeholder support for the policy and plan to increase the resources dedicated to implementation: the need is often as much a need for human resources as for financial resources. If a funding gap exists, it may be necessary to rethink the plan’s objectives and ambitions or to include alternative means of overcoming constraints in the plan. Funding for implementation through the plan should always be considered over time – not just in the short-term or as associated with a first plan – and should be timed to coincide with government and education authority budgeting cycles (ADEA, 2009: 3; GPE, 2014: 350; IIEP and GPE, 2012: 15–16; ILO, 2014: 4, 33; Yelland and Pont, 2014: 31-32). If properly adapted, a logical framework (log frame), developed as a project design and management methodology and used by numerous bilateral and multilateral development agencies in high-income countries (World Bank, n.d.), may help those responsible for implementation to follow progress. A log frame matrix links objectives, goals, purposes and expected outputs through planned activities to ‘objectively verifiable’ or measurable indicators. The aim is to measure progress, while also specifying a means of verifying the indicators (information) and assumptions. An example at the international level is the log frame developed by UNESCO for the implementation of its Teacher Training Initiative for sub-Saharan Africa (UNESCO, 2007 – http://unesdoc.unesco.org/ images/ 0015/ 001539/ 153940e.pdf ). A work plan to put strategies or programmes into operation constitutes an alternative approach. Ghana’s work plan in support of its education sector plan (Box 2.1) contains several components, grouped under objectives dedicated to teachers or teaching: improving teaching and learning quality; improving management of education service delivery; and teacher supply and deployment. The work plan’s matrix links these objectives to targets (outcomes and outputs); it provides an outline of the strategy, activities, time frames and responsible units/agencies (Government of Ghana, 2012). Developing either a log frame or a work plan as part of policy implementation can provide clarity of purpose and direction, and help develop collaboration across units, departments and agencies. The limits of either tool should nevertheless be acknowledged: a tendency towards rigidity as defined by the matrix, and hence a lack of flexibility in adapting implementation to changing circumstances and constraints – political, economic/financial and above all human – as well as a difficulty in obtaining meaningful stakeholder inputs to the matrix, whether at the stage of conception, implementation or monitoring/evaluation. Log frames and work plans remain tools for internal use, helpful for those involved in policy/plan design and implementation, provided they have the knowledge and training to use the tools effectively. Implementation may often benefit from detailed, practical guidelines for implementing a policy. Guidelines – which may also include or be accompanied by checklists – can be especially beneficial for those actors and stakeholders that were not directly involved in policy development, for instance: decentralized administration; institutions such as teacher education providers; and specialized professional bodies, such as qualifications authorities, standards boards or labour relations forums. Kenya’s policy on teacher recruitment (Box 5.2) contains implementation guidelines and other useful tools. A monitoring and evaluation plan, featuring the appropriate instruments, should form an integral part of any implementation plan to ensure that the planned activities are carried out and the targets achieved. Resources permitting, one department or unit (for example a dedicated monitoring and evaluation unit, the unit responsible for the EMIS or TMIS, or a cross- departmental team) should be entrusted with periodic monitoring to ensure faithful execution of the plan. Where the education authorities’ human or financial resources are limited (for example, in resource-poor countries, small states or decentralized authorities), at least one member of the plan’s design unit should have such responsibilities. Monitoring activities may be broken down into:
Monitoring can reveal changes in terms of specific indicators, as measurements of progress or lack thereof, but it cannot necessarily indicate what is responsible for the changes – hence the need for evaluation, which can reveal what happened, why it happened and what difference it makes (Russon, 2010: 108). A mid-term or end-of-term evaluation (or both), preferably carried out by independent personnel to guarantee objectivity, is important in assessing policy implementation and to provide guidance for future implementation. A final review can evaluate impact and outcomes, relevance, cost- effectiveness and sustainability, as well as outline reasons for plan achievement or failure, in particular drawing lessons to guide policy revision and future plans (see the example of Namibia in Box 5.4). In the early part of the century, major Ministry of Education policies in Namibia required teachers to use learner-centred teaching strategies and to monitor learner performance through a methodology of continuous assessment. To support reform efforts, teacher professional development was initially based on centralized policy formulation, provision of written materials on policies and their implementation, and cascade training, moving from the central Ministry to education regions to smaller groups of schools and, finally, to teachers in schools. An evolving Ministry of Education strategy, based on decentralized, bottom-up teacher development, in which teachers were expected to act as the conduits for new policy and reform implementation rather than being the subject of guidelines and training programmes, led the MoE to develop a school self-assessment system. Aspects of teacher classroom instruction became one of the system components to support more effective implementation of instructional strategy reforms and track school performance. An observation protocol with specific indicators was used as the basis for teachers, parents, community members and the principal to discuss responses and collaboratively develop a school summary, later used in developing school plans for improvement activities. The results pointed to a need for greater collaboration between teachers and additionally to the need for increased support and a feedback mechanism to give teachers more of a voice in their own professional development and, by extension, better policy implementation. For more information: LeCzel and Gillies, 2006 Effective monitoring and evaluation requires clear and measurable indicators linked to the set targets. Key indicators should be:
In this regard, indicators need to be agreed with and accepted by stakeholders and – if relevant to the policy’s implementation – by development partners (IIEP and GPE, 2012: 15–18; ILO, 2012: 64, 102, 133–134). Through the appropriate social dialogue mechanisms (see Chapter 4), teachers at the school level and teachers’ organizations at other levels can provide valuable input into priority indicators for learning outcomes that are measurable, meaningful and equitable in relation to classroom realities and respect the requirement for consistency over time. While the designers of an implementation plan will invariably have quantitative indicators to guide implementation, greater reliance on qualitative information from stakeholders or independent researchers can be a valuable supplement for gauging success or failure, thereby influencing policy and strategic planning for greater impact. The approach is crucial in assessing the attitudes and behaviours of perhaps the most important actors in policy implementation – teachers – who, for many reasons related to their personal and professional backgrounds, experiences, and perceptions of their status, often become reluctant implementers of a policy into which they had little or no input during the development process (Smit, 2005; Hargreaves, 1994; Hargreaves, 1998). In addition to the perceptions and feedback of teachers and school leaders on the plan’s implementation and overall policy objectives, monitoring and evaluation may be an opportunity to use an institutional mechanism – social dialogue – to ensure greater teacher voice in the process at the school level, if that voice is not already present at other policy stages (see Chapters 2–4) (ILO, 2012: 216-217). Increasingly, a more bottom-up (as opposed to top-down) approach to monitoring and evaluating policy design and implementation is favoured:
Whether in a centralized, federal or highly decentralized education system, identifying who is responsible for which parts of policy implementation at what level (see also Chapter 4) provides clarity on responsibilities, tasks and lines of communication (IIEP and GPE, 2012: 13; UNESCO, 2012a: 42–45). Defining responsibilities ranging from the highest national executive level to the school level is especially important for those most directly engaged with teachers – for example principals/school heads, inspectors, teacher educators, standard setters (professional qualification bodies) and employing authorities (teacher or public service commissions, private school managers/ employers). The multi-layered world of ECE planning and governance, often split between many government ministries or agencies, provides a good example of the importance of inter-agency/ministerial coordination for success in education policy (ILO, 2014: 33). This is why the process requires an assessment of key success factors and roadblocks, as well as accompanying decisions on who does what, when, where and how. Such decisions should define leadership and implementation responsibilities, in addition to outlining the human and financial capacity to implement. Defining the process for implementation must address political and other hurdles that stand in the way of success. If these factors are not included in the action plan, they should be set out in an accompanying assessment, backed up by organizational directives as needed. Designating the individuals responsible for leadership and overall implementation of the policy, as well as for specific programmes or activities, and defining how they will be held accountable, are key issues to be addressed in teacher policy, as in overall education sector policy. For instance:
Adequate capacity to implement a policy effectively is crucial in ensuring success. Among the factors that can be directly influenced by policy- and decision-makers, a capacity analysis of key actors for implementation should at least consider:
Successful implementation crucially requires developing and enhancing capacity to take into account these factors. Where gaps are identified, training in planning, management, communication and other skills should be considered in advance of or parallel to implementation. Any external technical support (e.g. individuals, institutions/agencies or governments) should be targeted to further develop national capacity, whether at the central, regional or local level (IIEP and GPE, 2012: 8, 13, 24). Trinidad and Tobago’s strategic education plan’s goal of transforming the Ministry of Education into a high-performing organization outlines the strategy/priority on institutional capability and capacity, with a focus on seventeen activities related to leadership, governance and integrated management; monitoring and evaluation systems; planning; policy development and management; operations and processes; and information systems management (MOE/Government of the Republic of Trinidad and Tobago, 2012: 16–18). The country and administrative contexts, as well as decisions about leadership, responsibilities and capacity, will largely determine the most appropriate implementation structures or bodies. The strategy may rely on existing structures of public or education administration, including dedicated public or teacher employment bodies (PSCs or TSCs); devolve responsibility to an independent or autonomous entity, such as a teacher professional or qualifications council; or create a new implementation structure – perhaps outside government authority – such as a national professional foundation or other body. Whatever the path chosen, it should respond to some key questions:
All aspects of implementation (at least the major ones highlighted above) need to be budgeted, including:
As with policy development (Chapter 4) and the development of the action plan set out earlier in this chapter, funding may come from national or sub-national sources (public budget or a mix of public and private sources), as well as development partners. Implementing a teacher policy may be a lesser priority for development partners, but not excluded. External support where necessary can be sought from many of the partners cited in Chapter 2 (Section 2.3), for example through the country support function of the International Teacher Task Force on Teachers for Education 2030, or the development and implementation grant-funding mechanisms of the GPE. The conditions for such funding, whether channelled through general or education sector budget support or through earmarked funding for selected activities, need to be clear, and country ownership maintained. A feasible policy action plan, or one perceived as such, can itself help mobilize resources to implement policies. If funding gaps exist, strategies and plans may have to be revised – for example, by devising more cost-effective implementation means, including greater synergies in structures/management or activities, or delegating responsibility for activities from central to decentralized bodies or to other stakeholders. The overall objectives and major priorities should always be kept in mind during the revision process (IIEP and GPE, 2012: 14). As discussed in this Guide, policy development and implementation is a complex process and subject to political contestation. Effective teacher policy implementation requires awareness of the context-specific political and cultural dynamics in which policies are created and take root. This requires an implementation approach that focuses explicitly on the contextual constraints and the expectations of local agents and constituencies beyond the state, and factors in existing power relations to ensure that a teacher policy will result in the desired changes. You can now take the Chapter 5 quiz to try to earn your badge for this chapter Policies and plans Basic Education Development Committee, Government of the United Republic of Tanzania (BEDC, URT ). 2001. Primary Education Development Plan (2002–2006). Dar es Salaam, Government of the United Republic of Tanzania. http://planipolis.iiep.unesco.org/ upload/ Tanzania%20UR/ Tanzania%20UR%20Primary%20Education%20Development%20Plan.pdf (Accessed 21 March 2015.) Department of Education, Papua New Guinea. 2009. Gender Equity Strategic Plan 2009–2014. Port Moresby, Department of Education, Government of Papua New Guinea. http://planipolis.iiep.unesco.org/ upload/ Papua%20New%20Guinea/ Papua_New_Guinea_gender_equity_strategic_plan.pdf (Accessed 21 March 2015.) Government of Ghana. 2012. Education Strategic Plan 2010–2020 – Vol. 1: Policies, Strategies, Delivery, Finance and Vol. 2: Strategies and Work Programme. Accra, Ministry of Education, Government of Ghana. http://planipolis.iiep.unesco.org/ upload/ Ghana/ Ghana_ESP_2010_2020_Vol1.pdf and http://planipolis.iiep.unesco.org/ upload/ Ghana/ Ghana_ESP_2010_2020_Vol2.pdf (Accessed 21 March 2015.) Ministry of Education, Government of the Republic of Trinidad and Tobago. 2012. Education Sector Strategic Plan: 2011–2015. Ministry of Education, Government of the Republic of Trinidad and Tobago. http://planipolis.iiep.unesco.org/ upload/ Trinidad%20and%20Tobago/ Trinidad%20and%20Tobago_Strategic_plan_2011-2015.pdf (Accessed 21 March 2015.) Ministry of Education, United Republic of Tanzania. 2001. Teacher Education Master Plan (TEMP). Dar es Salaam, Ministry of Education, United Republic of Tanzania. http://planipolis.iiep.unesco.org/ upload/ Tanzania%20UR/ Tanzania_Teacher_Master_Plan-2001_2005.pdf (Accessed 21 March 2015.) Teachers Service Commission. 2006. Policy on Teacher Recruitment and Selection. Nairobi, Teachers Service Commission. http://wbgfiles.worldbank.org/ documents/ hdn/ ed/ saber/ supporting_doc/ AFR/ Kenya/ TCH/ 20130515_041150.pdf (Accessed 21 March 2015.) Policy guidelines and manuals Association for the Development of Education in Africa. 2009. ‘Communiqué – ”Bamako+5” Conference on Contractual Teachers’, Tunis, Association for the Development of Education in Africa. http://www.adeanet.org/ adeaPortal/ adea/ downloadcenter/ bamako/ Bamako%20COMMUNIQUEFinal-eng.pdf (Accessed 21 March 2015.) Department for Education, United Kingdom. 2011. Training our next generation of outstanding teachers Implementation plan. London, Department for Education. https://www.gov.uk/ government/ uploads/ system/ uploads/ attachment_data/ file/ 181154/ DFE- 00083-2011.pdf (Accessed 21 March 2015.). Global Partnership for Education. 2014. Education Sector Analysis Methodological Guides, Vol. 1. Washington, DC, Global Partnership for Education(http://www.globalpartnership.org). International Institute for Educational Planning and Global Partnership for Education. 2012. Guidelines for Education Sector Plan Preparation and Appraisal. Paris, UNESCO. http://www.iiep.unesco.org/ fileadmin/ user_upload/ Cap_Dev_Technical_Assistance/ pdf/ 121106-Guidelines-for-Education-Sector-Plan-Preparation-and-Appraisal-EN.pdf (Accessed 21 March 2015.) ILO. 2012. Handbook of Good Human Resource Practices in the Teaching Profession. Geneva, International Labour Organization. http://www.ilo.org/ sector/ Resources/ publications/ WCMS_187793/ lang--en/ index.htm (Accessed 21 March 2015.) ILO. 2014. ILO Policy Guidelines on the Promotion of Decent Work for Early Childhood Education Personnel. Geneva, International Labour Organization. http://www.ilo.org/ sector/ Resources/ codes-of-practice-and-guidelines/ WCMS_236528/ lang--en/ index.htm (Accessed 21 March 2015.) OREALC. 2013. Background and Criteria for Teacher Policy Development in Latin America and the Caribbean. Santiago, UNESCO Regional Bureau of Education for Latin America and the Caribbean. http://www.orealc.cl/ wp-content/ blogs.dir/ 1/ files_mf/ politicasdocentesingles27082013.pdf (Accessed 21 March 2015.) Research, reports, studies Alhassan, A. M. 2014.Teachers’Implementation of Inclusive Education in Ghanaian Primary Schools: An Insight into Government Policy and Practices. Advances in Social Sciences Research Journal, Vol. 1, No. 2, pp. 115–129. Baker, B.D., Oluwole, J., and Green, P.C. III. 2013. The Legal Consequences of Mandating High Stakes Decisions Based on Low Quality Information: Teacher Evaluation in the Race to the Top Era. Education Policy Analysis Archives, Vol. 21, No. 5. http://epaa.asu.edu/ ojs/ index.php/ epaa/ article/ view/ 1298/ 1043 (Accessed 21 March 2015.) Boser, U. 2012. Race to the Top: What Have We Learned from the States So Far? A State-by-State Evaluation of Race to the Top Performance, Washington DC, Center for American Progress.http://www.americanprogress.org/ issues/ education/ report/ 2012/ 03/ 26/ 11220/ race-to-the-top-what-have-we-learned-from-the- states-so-far/(Accessed 21 March 2015.) Hargreaves, A. 1994. Changing teachers, changing times. Toronto, OISE Press. Hargreaves, A. 1998. The Emotions of Teaching and Educational Change. In Hargreaves A. (ed.), International Handbook of Educational Change. Dordrecht, Kluwer Academic Publishers, pp. 558-570. LeCzel, D. K. and Gillies, J. 2006. From Policy to Practice: The Teacher’s Role in Policy Implementation in Namibia. Equipe 2 and USAID Working Paper. Washington, DC, Education Policy and Data Center. http://www.epdc.org/ education-data-research/ policy-practice- teachers-role-policy-implementation-namibia (Accessed 21 March 2015.) Liu, X. Z., Li, L. and Du, C. 2014. Evaluation on the Efficiency of Policy Implementation for Teacher Mobility of Compulsory Education between Rural and Urban Areas in China. Chinese Studies, Vol. 3, pp. 74–81. http://www.scirp.org/ journal/ PaperInformation.aspx?PaperID=46235#.VFrLIWchO3E (Accessed 21 March 2015.) OECD (2015), Education Policy Outlook 2015: Making Reforms Happen, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264225442-en. Russon, C. 2010. The Role of Policy Analysis in Overcoming the Implementation Challenge. M. Segone (ed.), From Policies to Results: Developing Capacities for Country Monitoring and Evaluation Systems. New York, UNICEF. http://www.theoryofchange.org/ wp-content/ uploads/ toco_library/ pdf/ 2010_-_Segone_-_From_Policy_To_ Results-UNICEF.pdf (Accessed 21 March 2015.) Siddiq, M. I., Salfi, N. A., and Hussain, A. 2011. Analysis of Implementation Mechanism of National Education Policies at Provincial Level Regarding Elementary Education in Pakistan. International Journal of Humanities and Social Science, Vol. 1, No. 16, November 2011. Smit, B. (2005). Teachers, local knowledge, and policy implementation: A qualitative policy-practice inquiry. Education and Urban Society, Vol. 37, No. 3, pp. 292–306. UNESCO. 2007. UNESCO’s Teacher Training Initiative for sub-Saharan Africa ( TTISSA) 2006–2015: LOGFRAME. Paris, UNESCO. http://unesdoc.unesco.org/ images/ 0015/ 001539/ 153940e.pdf (Accessed 21 March 2015.) UNESCO. 2012a. General Education Quality Analysis/Diagnostic Framework. Paris, UNESCO. http://www.unesco.org/ new/ en/ education/ themes/ strengthening-education-systems/ quality-framework/ (Accessed 21 March 2015.) UNESCO. 2014. Teaching and Learning: Achieving Quality for All – EFA Global Monitoring Report, 2013/14. Paris, UNESCO. http://www.unesco.org/ new/ en/ education/ themes/ leading-the-international-agenda/ efareport/ reports (Accessed 21 March 2015.) UIS. 2014. Data Centre: Teachers by Teaching Level of Education and UNESCO eAtlas of Teachers. Montreal, UNESCO Institute for Statistics.http://www.uis.unesco.org/ datacentre/ pages/ default.aspx and http://tellmaps.com/ uis/ teachers/(Accessed 21 March 2015.) Weiss, E. 2013. Mismatches in Race to the Top Limit Educational Improvement: Lack of Time, Resources, and Tools to Address Opportunity Gaps Puts Lofty State Goals Out of Reach. Washington, DC, Bolder, Broader Approach to Education. http://www.epi.org/ files/ 2013/ bba-2013-race-to-the-top.pdf (Accessed 21 March 2015.) Yelland, R. and Pont, B. 2014. OECD Education Policy Outlook 2014: Part 3. A Special Focus on Reforms. Paris, OECD. (EDU/EDPC(2014)6/PART3, draft for discussion, 10–11 April 2014.) |