2011年-世界发展银行全球_Tunisia___Teacher_Policy_13页_1mb

Summary of Tunisia's Teacher Policy (SABER Country Report, 2011)

Core Content

Tunisia's teacher policy is evaluated under the Systems Approach for Better Education Results (SABER) framework, focusing on eight key goals. The report highlights the current status of these goals, their main points, and areas for improvement.

Main Goals and Status

1. Setting Clear Expectations for Teachers

• Status: Established
• Key Points:
  • Clear expectations for both students and teachers are in place.
  • The national curriculum defines what students should know and be able to do.
  • Teachers' tasks are outlined in legal regulations.
  • Performance goals are set by the General Inspectorate of Education.
  • Schooling hours are lower than in high-performing systems.
  • Statutory working time is limited to classroom teaching.
  • Teachers are required to work 40 hours per week, with total working time of around 1680 hours annually, which aligns with high-performing systems.
  • Time spent on teaching is around 50% for primary and 45% for secondary school teachers, slightly below the 60% typical in high-performing systems.

2. Attracting the Best into Teaching

• Status: Established
• Key Points:
  • Around 12% of the teaching force cannot meet minimum requirements.
  • Entry into teacher education programs is highly competitive.
  • Requirements include tertiary education entrance exams, compulsory tertiary education programs, and interviews.
  • Starting salaries are very high (around 423% of GDP per capita), but salary increases are minimal over a career.
  • Teachers may be motivated by the opportunity to take on leadership roles and receive incentives for these positions.
  • No data are available on the types of working statuses or whether teachers are employed full-time or part-time.

3. Preparing Teachers with Useful Training and Experience

• Status: Established
• Key Points:
  • Minimum standards for pre-service training are in place.
  • Pre-service training includes pedagogic theory, teaching methods, and subject matter knowledge.
  • The balance between subject matter and pedagogy for secondary school teachers may need review.
  • Classroom experience requirements are below those of high-performing systems (6-12 months for primary, 3-6 months for secondary).
  • Induction programs last 24 months, which is in line with high-performing systems.

4. Matching Teachers' Skills with Students' Needs

• Status: Latent
• Key Points:
  • Monetary bonuses are offered to teachers in hard-to-staff schools.
  • No subject areas are identified as facing a shortage of skilled teachers.
  • Transfer requests are based on years of experience and performance.
  • There is no policy to identify shortage subjects or attract professionals from other fields into teaching.
  • The report suggests that Tunisia should consider identifying shortage subjects and offering incentives to attract qualified professionals.

5. Leading Teachers with Strong Principals

• Status: Established
• Key Points:
  • Principals must have 7 years of teaching experience and be at least 30 years old.
  • Secondary school principals require 2 years of administrative experience.
  • Principals are evaluated regularly by the Administrative and Financial Inspectorate and sub-national authorities.
  • Principal salaries are very high (around 633% of GDP per capita), but performance-related pay is absent.
  • Principals have limited authority in staffing and salary decisions.
  • They have full autonomy in managing the distribution of time during school hours and teachers' duties.
  • Principals are responsible for conducting school-led performance evaluations, which influence promotional opportunities.

6. Monitoring Teaching and Learning

• Status: Established
• Key Points:
  • Sufficient student achievement data are available for informing teaching.
  • Regular internal teacher evaluations are conducted.
  • National assessments are carried out for 10-year-olds, 15-year-olds, and 19-year-olds.
  • Student scores cannot be linked to individual teachers, and students cannot be tracked over time.
  • Participation in international assessments (TIMSS and PISA) provides data for policy-making.

7. Supporting Teachers to Improve Instruction

• Status: Advanced
• Key Points:
  • Weak teachers can be supported through supervisors and mandatory professional development.
  • Professional development includes a variety of active learning techniques.
  • The system provides broad-ranging support for teacher improvement.

8. Motivating Teachers to Perform

• Status: Emerging
• Key Points:
  • Accountability mechanisms and performance-related incentives exist.
  • Data on teacher dismissals are not available.
  • Performance-related pay is not systematically used in the salary schedule.
  • Monetary bonuses are offered for teaching in hard-to-staff schools, but not for subject-specific or grade-specific roles.

Education System Overview

• Total public school students: 1,995,167 (around 96.2% of total enrollment).
• Public school students are almost evenly distributed between primary (50.6%) and secondary (49.4%) levels.
• 82.6% of students attend urban schools.
• Private schools account for 3.9% of enrollment, all located in urban areas, with 84.8% of private teachers at the secondary level.
• No data are available on teacher working statuses or part-time employment.

Public Investment in Basic Education

• Tunisia is a lower middle-income country with a GDP per capita of $3,720.
• Public education spending as a share of GDP: 7.2% in 2007, 6.9% in 1999-2000.
• Public spending on education as a share of government expenditure: 22.4% in 2007, 17.4% in 1999-2000.
• Spending per student (primary): 20.9% of GDP per capita in 2007, 15.4% in 1999-2000.
• Spending per student (secondary): 24.2% of GDP per capita in 2007, 26.7% in 1999-2000.

Performance of Tunisia's Education System

• Primary completion rate: 93% for both male and female students.
• Repeater rates: 6% for female students, 10% for male students in 2008.
• PISA results (2003-2009) show improvements in reading and science, but remain below high-performing systems.
• TIMSS results (1997-2007) show moderate performance in mathematics and science, with below-basic levels still present.

Conclusion

Tunisia has established a clear framework for teacher expectations and training, and has some mechanisms in place for attracting and supporting teachers. However, there are areas for improvement, particularly in aligning teacher training with high-performing systems, ensuring performance-based incentives for principals and teachers, and identifying subject areas with teacher shortages. The report also emphasizes the need for better data linkage and tracking of student and teacher performance to inform policy decisions.