2018年-世界发展银行全球_Croatia_Teachers___SABER_Country_Report_2015_18页_721kb

Summary of SABER-Teachers Document

Core Content

SABER-Teachers is a comprehensive initiative under the World Bank's Education Global Practice, aimed at collecting, analyzing, and disseminating data on teacher policies in primary and secondary education systems globally. Its main objective is to support policymakers in making informed decisions to improve the quality of education by identifying effective teacher policies that promote student achievement.

The initiative focuses on ten core areas of teacher policy and evaluates them against eight teacher policy goals. These goals are based on empirical evidence, resource allocation priorities, and actionable policy measures. The assessment uses a four-tiered scale (latent, emerging, established, and advanced) to classify the progress of education systems towards achieving these goals.

The document presents the results of SABER-Teachers in the Republic of Croatia, highlighting the strengths and weaknesses of its teacher policy system in relation to the eight goals.

Main Policy Goals and Their Status in Croatia

Goal 1: Setting clear expectations for teachers

Status: Advanced

• Croatia has clear national standards and expectations for both student learning and teacher performance.
• The Ministry of Science, Education and Sports sets the curriculum and learning outcomes.
• Teachers are expected to spend 50% of their working time on direct instruction, which is lower than in high-performing systems.
• However, there is a mismatch between policy and practice, as teachers often report working beyond prescribed hours due to administrative and extracurricular duties.

Goal 2: Attracting the best into teaching

Status: Established

• Croatia requires an advanced degree for teaching positions, with two models (concurrent and consecutive) for initial teacher education.
• Teachers are eligible for academic and administrative roles, and there are incentives for lead-teacher positions.
• Despite these requirements, the teaching profession is not seen as attractive to young people, due to high entry demands and perceived poor working conditions.

Goal 3: Preparing teachers with useful training and experience

Status: Advanced

• Initial teacher education in Croatia aligns with the standards of high-performing systems, requiring a minimum of ISCED 5A.
• Student teachers undergo a one-year internship and are supported with induction and mentoring.
• A teacher training programme for VET teachers was being developed at the time of data collection.

Goal 4: Matching teachers' skills with students' needs

Status: Latent

• Croatia lacks formal mechanisms to identify and address critical-shortage subjects.
• There are no incentives for teachers to teach in hard-to-staff schools or in subjects with teacher shortages.
• Schools may employ teachers with degrees in other subjects for critical-shortage positions, which can lead to inefficiencies.

Goal 5: Leading teachers with strong principals

Status: Latent

• There are no formal training or professional development requirements for school principals in Croatia.
• Principals are selected based on teaching experience and educational qualifications, but not on leadership training.
• High-performing systems, such as Japan and Singapore, require specific coursework and mentoring for principals.

Goal 6: Monitoring teaching and learning

Status: Not specified in the text

Goal 7: Supporting teachers to improve instruction

Status: Not specified in the text

Goal 8: Motivating teachers to perform

Status: Not specified in the text

Key Information

• Economic Context: Croatia's economy is still recovering from the financial crisis, with tourism as a key economic sector. GDP per capita in 2014 was 10,200 euros, and the average monthly net salary in 2015 was €742. Youth unemployment is high, and there is a need for better economic conditions to support the teaching profession.
• Education Context: The Ministry of Science, Education and Sports oversees the education system in Croatia, which includes preschool, primary, secondary, and tertiary education. Primary education is compulsory for children aged 6–15, and education in public institutions is free.
• Teacher Policy Context: Teachers in Croatia are civil servants with defined qualifications and working conditions. They must have at least a master's degree (ISCED 8) for primary and secondary education, with some exceptions for vocational training.

Policy Recommendations and Challenges

• SABER-Teachers emphasizes the importance of policy design over implementation, as the analysis is based on formal policies rather than on-the-ground practices.
• There is a need for better alignment between policy intent and implementation, especially in areas such as working hours and teacher motivation.
• Incentives for attracting and retaining teachers in hard-to-staff schools and critical-shortage subjects are lacking, which can affect the quality and equity of education.
• Leadership development for principals is not systematically addressed, which can impact the effectiveness of school-level instruction and teacher support.

Conclusion

Croatia's teacher policy system is progressing in some areas, particularly in setting clear expectations and preparing teachers with appropriate training. However, it faces significant challenges in attracting the best candidates, matching teacher skills with student needs, and developing strong school leadership. These findings highlight the need for targeted reforms and additional data on implementation to strengthen the teacher policy framework.