Systems Approach +B2:B20for Better Education Results (SABER) (Record no. 20304)

MARC details
000 -LEADER
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008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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100 1# - MAIN ENTRY--PERSONAL NAME
Personal name World Bank
245 10 - TITLE STATEMENT
Title Systems Approach +B2:B20for Better Education Results (SABER)
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Washington, DC
Name of publisher, distributor, etc. World Bank
Date of publication, distribution, etc. 2010
300 ## - PHYSICAL DESCRIPTION
Extent 12 pages
500 ## - GENERAL NOTE
General note النوع : Report
520 3# - SUMMARY, ETC.
Summary, etc. In 2009, Lebanon spent 1.8 percent of Gross domestic product (GDP) on public education. In the same year, as a percentage of total government expenditure, Lebanon spent 7.2 percent on education. An important challenge for Lebanon is that its best-trained people migrate abroad or have to face low rates of return to schooling domestically. Lebanon is experiencing an over-supply of teachers, which provides an opportunity to be more selective and raise the bar for entering teachers. While some neighboring countries only screen teacher candidates based on test scores in the secondary school leaving examination (West Bank & Gaza, Jordan, and Yemen), applicants for teacher education programs in Lebanon are admitted based on two criteria: (i) test scores in the secondary school leaving examination, and (ii) performance in the compulsory entrance examination for teacher education programs. While there are some mechanisms in place to hold teachers accountable, their enforceability is limited. Teachers are offered few financial incentives or opportunities for public recognition to reward strong performance. There is no probationary period prior to awarding open-ended status. While the first years of teaching are among the best available predictors of a teacher's performance later on in their career, Lebanon does not use this period to weed out the lowest-performing teachers. Once a teacher has an open-ended appointment, weak results in the performance evaluation process may not be used to dismiss ineffective teachers. In fact, based on the evaluation process, it appears to be difficult to identify low-performers and high performers. Lebanon may look to the experience of other countries in setting policies to remove chronically low-performing teachers. The benefits of doing so are twofold: first, such mechanisms protect students from the detrimental and lasting effects of having poor teachers; and second, they can give teachers a clear incentive to work hard in order to avoid them.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element (SABER)
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element (SABER)
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element (SABER)
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Educational policy
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Politique éducative
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element السياسة التربوية
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://hdl.handle.net/10986/17933">http://hdl.handle.net/10986/17933</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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