2010年-世界发展银行全球_Lebanon___Teachers_13页_987kb

Summary of the SABER Country Report on Teachers in Lebanon (2010)

Core Content

The SABER Country Report on Teachers in Lebanon (2010) provides an in-depth analysis of the current state and challenges of the teaching profession in Lebanon. The report outlines eight key policy goals, each with a status indicating the level of implementation and development. It also discusses the structure of the education system, teacher demographics, and the role of the Ministry of Education & Higher Education (MoEHE) in shaping teacher policy.

Main Policy Goals and Status

1. Setting clear expectations for teachers

Status: Advanced

• Clear expectations for both teachers and students are defined through the National Education Strategy and the Education Sector Development Plan (ESDP).
• The national curriculum outlines the content to be taught at different grade levels, and standards for student achievement are established.
• Teachers are expected to supervise students, grade assessments, integrate difficult student populations, and participate in administrative tasks.
• However, official time allocations and classroom usage may limit effective teaching and learning.
• The school year is shorter (160 days) and the total working hours for teachers are lower compared to high-performing systems.
• This limits time for planning, grading, and collaboration with other teachers and staff.

2. Attracting the best into teaching

Status: Emerging

• Teacher recruitment and salary mechanisms aim to improve teacher quality.
• A screening process based on test scores and entrance exams is in place, but it could be expanded to select more competent candidates.
• Starting teacher salaries are competitive, equivalent to 150% of GDP per capita.
• Salaries increase based on seniority, not performance.
• There is an over-supply of teachers, but the teaching force is underqualified, with only 4.2% holding specialized degrees.
• Incentives for teaching in hard-to-staff schools or critical shortage subjects are limited.

3. Preparing teachers with useful training and experience

Status: Established

• Pre-service teacher training is undergoing reforms, with the Lebanese University developing a new curriculum.
• A minimum of one year of in-class teaching experience is required for certification.
• There are no statutory requirements for time allocation in specific subjects (e.g., pedagogy, theory, methods).
• Induction programs are in place but are too short (less than 6 months), which is insufficient for new teachers to fully adapt.
• The report suggests expanding certification criteria to include subject-matter knowledge and practical assessments.

4. Matching teachers' skills with students' needs

Status: Latent

• There are few incentives for teachers to work in hard-to-staff schools or teach critical shortage subjects.
• The central government assigns teachers to their locations, but no official incentives exist for working in disadvantaged areas.
• Contract teachers, who are often uncertified, are more likely to be placed in hard-to-staff schools.
• Data on regional and subject-specific teacher shortages is limited, making it difficult to address these issues effectively.

5. Leading teachers with strong principals

Status: Established

• School principals have higher salaries and are expected to have significant teaching experience.
• They are evaluated regularly by the Inspection Board and other authorities, with potential for monetary bonuses.
• However, principals have limited authority over teacher management, including hiring, firing, performance evaluation, and curriculum guidance.
• The MoEHE has developed new job descriptions for principals, but approval is pending.

6. Monitoring teaching and learning

Status: Established

• Lebanon has a national assessment system and participates in international assessments like TIMSS.
• Student assessments are conducted at ages 14-15 and 17-18, and are census-based.
• Teacher evaluations are conducted internally and externally, using sources such as principals, parents, colleagues, self-appraisal, and classroom observation.
• However, under-performance is rarely reported, and data management systems are limited, preventing meaningful comparisons across schools and over time.

7. Supporting teachers to improve instruction

Status: Emerging

• Teacher evaluation results provide feedback on instructional practices.
• However, they are not effectively used for professional development.
• Teacher support is limited and not based on performance.
• The report suggests linking evaluation results to teacher development activities to enhance instructional quality.

8. Motivating teachers to perform

Status: Emerging

• Accountability mechanisms are weak, and performance incentives and sanctions are not well developed.
• Teacher performance is not considered in salary increases, which may discourage high performance.
• There is a need to strengthen performance-based incentives to motivate teachers effectively.

Key Information

• Education System: Lebanon has a 6-year primary and 6-year secondary education system, with basic education compulsory until age 15.
• Teacher Demographics:
  • 87,808 teachers in total.
  • 55% of the teaching force is in the private sector, with over 86% working in private, government-independent schools.
  • Public school teachers are mostly female, with 42% under 40 years old.
  • Private sector teachers are relatively younger, with 62% under 40.
• Teacher Qualifications:
  • Only 4.2% of public school teachers hold specialized degrees.
  • Over half have less than a university-level qualification.
• Teacher Recruitment and Training:
  • The ESDP aims to improve teacher recruitment and training.
  • New teacher training programs require university degrees.
  • Induction programs are too short (less than 6 months) and could be extended.
• Equity and Inequality:
  • There is a concern about equity in education, especially in disadvantaged areas.
  • Poverty is concentrated in the suburbs of large cities and in remote rural areas, particularly in Akkar.
  • Data on student enrollment and teacher recruitment by urban/rural municipalities is not available.
  • Boys are increasingly disadvantaged in lower secondary education.
  • Female labor force participation is low despite high school enrollment ratios.
• Incentives and Motivation:
  • No incentives exist for teachers to work in hard-to-staff schools or teach critical shortage subjects.
  • Teachers are paid equally regardless of location or subject.
  • The report recommends the use of monetary and non-monetary incentives to attract qualified teachers.
• Governance and Leadership:
  • The MoEHE, along with teacher unions and the Educational Center for Research and Development, oversees teacher policy implementation.
  • The ESDP outlines five priority areas, including equity, quality, social integration, economic development, and governance.
  • Teacher unions have around 8,000 members, with recent strikes causing school days to be lost.

Conclusion

Lebanon has made progress in defining clear expectations for teachers and has established a national education strategy and development plan. However, there are significant gaps in attracting and retaining the best teachers, particularly in disadvantaged areas and for critical shortage subjects. Teacher training and induction programs are in place but need improvement to better prepare and support new educators. Principal authority is limited, and teacher performance evaluation systems are not fully utilized for professional development. Strengthening these areas could lead to more effective teaching and learning outcomes.