The recognition of effective teaching in Latin America: awards to excellence

Vaillant, Denise; Rossel, Cecilia

doi:10.1080/13664530.2012.669592

Cited by 12 publications

(13 citation statements)

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“…A study of the financial attractiveness of teaching positions in rural areas compared to urban areas and other job profiles in rural areas should provide the basis for determining such financial incentives. Teachers' salary allowances should be monitored over time so they are no longer provided once teachers change schools or the context of a school changes (Urquiola and Vegas, 2005 [129] ). 22 The Premio Compartir award has the goal to reward outstanding teachers in Colombia, promote greater social prestige and recognition of the teaching profession, and support the professionalisation of teaching.…”

Section: Make the Recruitment Of Permanent Teachers More Efficient Anmentioning

confidence: 99%

School education in Colombia

2018

OECD Reviews of School Resources

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This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries.This document, as well as any data and any map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.Corrigenda to OECD publications may be found on line at: www.oecd.org/publishing/corrigenda. © OECD 2018You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@copyright.com or the Centre français d'exploitation du droit de copie (CFC) at contact@cfcopies.com. The "School Resources Review" aims to help countries make resource decisions that support quality, equity and efficiency in school education. The Review provides countryspecific and comparative analysis on the use of financial, physical and human resources in school systems. It offers policy advice on how to govern, distribute and manage resources so that they contribute to achieving countries' educational objectives.Colombia was one of the countries which opted to participate with an in-depth country review. Country reviews provide detailed descriptions of national policies, a critical analysis of country-specific strengths and challenges and tailored policy advice for improving the use of school resources. This particular review aims to i) provide insights and advice to Colombian authorities; ii) help other countries understand Colombian policies and practices; and iii) provide input for thematic work of the project.The report was co-authored by Thomas Radinger (OECD Secretariat), also co-ordinator of the review; Alfonso Echazarra (OECD Secretariat); Gabriela Guerrero (GRADE Peru), expert on school provision; and Juan Pablo Valenzuela (Universidad de Chile), expert on school finance. Annex B provides biographies of the team of authors.The conclusions of the report were informed by a visit to Colombia to carry out interviews with a range of authorities and stakeholders and to visit school communities in different parts of the country. The visit of the review team to Colombia took place in Dece...

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Section: Make the Recruitment Of Permanent Teachers More Efficient Anmentioning

confidence: 99%

School education in Colombia

2018

OECD Reviews of School Resources

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“…Additionally, pay related rewards linked to assessment and evaluation has been created as ways to recognise and reward effective teaching (Vaillant and Rossel, 2012). With this in mind, non-monetary incentives are increasingly being used to reward excellence and effective teaching and different countries have developed numerous initiatives aiming to strengthen the non-monetary components of teacher recognition initiatives.…”

Section: The Budgetary Impact Of Teacher Career Path Policies As Evidmentioning

confidence: 99%

“…According to Vaillant and Rossel (2012), there is already sufficient evidence to suggest that income (an extrinsic reward) does not always provide the main source of satisfaction within the profession. In the teaching field, the issue is already under study and existing evidence indicated that, even though income is an important factor when choosing to enter an remain in the teaching profession, teachers also assign a predominant value to other matters, such as recognition and non-monetary incentives among others (Kalnounis et al, 1985;Odden, 2000;Andrew, 2006).…”

Section: Monetary and Non-monetary Incentives 531mentioning

confidence: 99%

“…Following this idea, Vaillant and Rossel (2012) suggested that the idea of non-monetary incentives are increasingly being used to reward effective teaching, with different countries developing initiatives to strengthen the non-monetary components of teachers' recognition.…”

Section: Successful Policy Implementation As Young and Bellmentioning

confidence: 99%

“…Incentives for salaries related to merit, learning results, training, teaching in ' hard-to-staff' schools or subject with teachers shortages have been developed in most OECD countries (OECD, 2007(OECD, , 2009). Additionally, pay related rewards linked to assessment and evaluation-either individual or collective-has been created as ways to recognise effective teaching (Vaillant and Rossel, 2012).…”

Section: Monetary and Non-monetary Incentives 531mentioning

confidence: 99%

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‘Moving up, but not moving out’: A policy ecology of the Excellent Teacher Program/Scheme in Malaysia

Awang¹

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This thesis offers an exploratory policy ecology of a teacher career path policy in Malaysia, namely the innovative Excellent Teacher Program/Scheme (hereafter the ETP/S), a scheme endorsed by Cabinet in 1994 and extended and developed further since that time. The research focuses on the production of ETP/S policy texts, their enactment/implementation in schools and also provides an evaluation of the ETP/S based on semi-structured interviews with important policy actors. The study addresses a gap in the Malaysian literature in terms of its usage of critical policy sociology with a policy ecology approach and through its focus on a specific teacher career path policy, the ETP/S, created to allow for the promotion of teachers, but keeping them in the classroom, 'moving up, but not moving out', as one research interview put it.The study explores a number of aspects of the ETP/S, particularly factors involved in its production and views of its implementation or enactment. Data were collected through semistructured interviews with a range of 'policy actors', including policy makers, excellent teachers, excellent principals and a Teachers' Union (TU) representative, who have all been directly involved in the development and enactment of the ETP/S. Data were also collected through analysis of relevant documents, including the Tenth Malaysia Development Plan (10MP) (2010). These documents are analysed as part of the policy ecology framework to provide some understanding of the complex and multilayered contexts in which the ETP/S has emerged. There were also some issues in data collection connected to my dual insider/outsider status as a senior Malaysian public servant on leave and as a fulltime doctoral student. The contractual conditions of the employment of Malaysian public servants also impacted on research interviews, particularly in relation to transcription of recorded interviews, and potentially also impact on policy evaluations done by the government.The study also used the Foucauldian concept of 'governmentality' to show how the lack of clear role definition for excellent teachers at the school level saw them putting a lot of work pressure on themselves in a self-governing or governmental way. Issues to do with how to evaluate applicants, select them and appoint them were also raised, particularly as the quota of excellent teachers was increased and selection moved out of the Ministry to the school level. For many of the research respondents, this raised concerns regarding whether those selected at school level were really 'excellent'.iii The study found that the formulation of the ETP/S had multiple motivations, comprising pressures from the profession concerning slow promotion rates and limited career paths, and related political pressure from the TU. The broader meta-goals of the Tenth Malaysia Plan (10MP) also provide part of the ecology today of the ETP/S. While the quota for excellent teachers has been increased, excellent teachers still only constitute less than four percent of all teachers in Ma...

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Monetary and non-monetary incentives for educational attainment: design and effectiveness

Schildberg-Hörisch

Wagner²

2020

The Economics of Education

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The recognition of effective teaching in Latin America: awards to excellence

Cited by 12 publications

References 10 publications

School education in Colombia

School education in Colombia

‘Moving up, but not moving out’: A policy ecology of the Excellent Teacher Program/Scheme in Malaysia

Monetary and non-monetary incentives for educational attainment: design and effectiveness

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