Teacher policy

Teacher regulation, training, and management are fundamental to the learning experience and outcomes of education systems – and yet, in many areas, teacher training and policy is an undervalued area of research and knowledge generation. Teacher policies can help to address existing equality and equity concerns in education, but can equally serve to exacerbate them. NORRAG’s work in the area of Teacher Policy deals with the intersection between teacher policy and equity issues in the Global South with the goal of encouraging the management of teachers to address existing structural human rights concerns.

Find below the most recent NORRAG content on the topic of teacher policy:

The Education SDG and Leaving No One Behind: Training Teachers Matters by Monica Mincu (May 2017)

Do the SDGs Matter? A Teacher’s View By Desmond Bermingham (January 2017)

How can Teachers be Supported to Provide Quality Learning in Emergency and Conflict Situations? The Experience of South Sudan (December 2015)

Do Teacher Incentives Improve Learning Outcomes? (July 2015)

Re-envisioning Research on Teachers’ Work in South Africa (May 2014)

The Central Role of Teachers in the GMR2013-14 (May 2014)

Four GMR Strategies to Provide the Best Teachers: What’s Missing? (May 2014)

From Teaching and Learning to Teachers and Students: The Real Story of Educational Cultures and Contexts (April 2014)

Medium of Instruction and Professional Status of Teachers: Exploring the Public vs Private Schooling Debate (February 2014)

Undoing Myths about Teacher Education Effects and Protecting New Teachers as they Begin to Teach (August 2013)

Resource Library:

NORRAG NEWS #50: The Global Politics of Teaching and Learning: The Real Story of Educational Cultures and Contexts (January 2014)

Documents on the topic of teacher policy are uploaded on the NORRAG Resource Library and available at this link.

For information about related activities and knowledge products, see our resources

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