Just about every school district in the world has schools that it struggles to staff. Many teachers don’t want to work in remote schools, or they don’t want to work in urban schools with high concentrations of poverty. Teachers play an obvious, crucial role in the education process, so how can systems get teachers—especially effective teachers—into disadvantaged schools? In our new paper—“How to Recruit Teachers for Hard-to-Staff Schools: A Systematic Review of Evidence from Low- and Middle-Income Countries”—we explore just that.
CGD Policy Blogs
Girls’ education remains a high priority for international organizations and for governments and non-government organizations in low- and middle-income countries, as it should be! There are many countries in the world where girls lag behind boys in either access or performance, and gender discrimination in the labor market may nudge policymakers to boost girls’ education even after parity in educational access has been achieved, in order to get closer to gender equality in later life outcomes.
What distinguishes a good teacher professional development program from a bad one? We dug through dozens of studies of teacher PD programs to try and figure this out. Then we compared the characteristics of good PD programs to the characteristics of large-scale PD programs implemented by many countries. We document our findings in our recently published paper, “Teacher Professional Development around the World: The Gap between Evidence and Practice.” Here are three things we learned.