2014年-世界发展银行全球_Mozambique_Teachers___SABER_Country_Report_2014_18页_465kb

Mozambique Teacher Policy Summary

Overview

This report provides an analysis of Mozambique's teacher policies under the SABER--Teachers framework, which evaluates eight key policy goals to ensure effective teaching and learning. The goals include setting clear expectations for teachers, attracting the best into teaching, preparing teachers with useful training and experience, matching teachers' skills with students' needs, leading teachers with strong principals, monitoring teaching and learning, supporting teachers to improve instruction, and motivating teachers to perform. Mozambique's performance across these goals is classified as Established, Emerging, or Latent.

Core Teacher Policy Goals and Status

Teacher Policy Goals in Detail

1. Setting Clear Expectations for Teachers

• Status: Established
• Policy Levers: Clear expectations for student learning and teacher responsibilities, guidance on how to use time for instructional improvement.
• Key Findings: Teachers have defined duties, including non-teaching tasks, but the time allocation is not specified. There is no formal guidance on using time for instruction improvement, unlike high-performing systems such as Japan and Singapore.

2. Attracting the Best into Teaching

• Status: Emerging
• Policy Levers: Entry requirements, competitive pay, working conditions, career opportunities.
• Key Findings: Entry requirements are in place, but they lack practical experience or examination components. Teacher pay is competitive with civil servants, but career advancement is not directly tied to performance.

3. Preparing Teachers with Useful Training and Experience

• Status: Latent
• Policy Levers: Minimum standards for pre-service training, required classroom experience.
• Key Findings: Initial teacher education is below the bachelor's level. Classroom experience is limited to 3–6 months, far below the standards of high-performing systems. No induction or mentoring programs are required for novice teachers.

4. Matching Teachers' Skills with Students' Needs

• Status: Latent
• Policy Levers: Incentives for teaching in hard-to-staff schools, incentives for teaching in critical shortage areas.
• Key Findings: Incentives exist for teaching in hard-to-staff schools, including promotion and monetary bonuses. However, there is no systematic identification or support for critical shortage subjects.

5. Leading Teachers with Strong Principals

• Status: Latent
• Policy Levers: Training for school leaders, decision-making authority for principals.
• Key Findings: No formal training programs for principals. Principals have limited decision-making authority and are not rewarded for performance. The Ministry is establishing three training institutes for principals.

6. Monitoring Teaching and Learning

• Status: Emerging
• Policy Levers: Student learning assessments, teacher performance evaluation.
• Key Findings: Student learning is assessed, but it is unclear if the results inform teaching or policy. Teacher performance is evaluated, but the criteria are not well-defined or linked to policy improvements.

7. Supporting Teachers to Improve Instruction

• Status: Latent
• Policy Levers: Professional development opportunities, participation requirements.
• Key Findings: No clear evidence of professional development opportunities or mandatory participation. High-performing systems offer extensive support and training for new teachers.

8. Motivating Teachers to Perform

• Status: Emerging
• Policy Levers: Accountability mechanisms, performance-based promotions.
• Key Findings: Promotion is linked to experience and evaluations, but not to performance. There is no clear mechanism for rewarding high performance.

Education System in Mozambique

• Education is regulated by the National Education System (NES) Law 6/92, allowing both public and private education.
• The system includes four levels: preschool, primary, secondary, and tertiary.
• Primary School: Divided into lower (grades 1–5) and upper (grades 6–7) cycles.
• Secondary School: Divided into lower (grades 8–10) and upper (grades 11–12) cycles.
• Student-Teacher Ratios: High compared to high-performing systems (e.g., 74:1 in lower primary, 51:1 in lower secondary).

Key Challenges and Recommendations

• Training and Experience: Initial teacher education is inadequate, and classroom experience is insufficient.
• Career Advancement: Promotion is not performance-based, and there is a lack of mentoring and induction programs.
• Principal Leadership: No formal training for principals and limited decision-making authority.
• Matching Skills with Needs: No systematic approach to address critical shortage subjects.
• Monitoring and Evaluation: Systems are in place but lack clear links to policy and teacher improvement.

To improve teacher effectiveness, Mozambique should focus on enhancing initial teacher education, providing structured professional development, establishing formal training for school leaders, and aligning career advancement with teacher performance.