SABER - TEACHERS

SECTION 3. INITIAL TEACHER PREPARATION

The World Bank

Human Development Department

SABER -Teachers The World Bank

WHAT IS THE PURPOSE OF THIS INITIATIVE?

The aim of SABER - TEACHERS initiative is to collect, analyze and disseminate

comparable data about national and sub-national teacher policies across developed and developing
countries. Your participation is important and valued. Below are answers to some general questions.

WHO IS LEADING THIS INITIATIVE?

This initiative is being led by the Education Team within the Human Development Department of The
World Bank.

WHY SHOULD YOU PARTICIPATE IN THIS SURVEY?

Policymakers, educational leaders and researchers will have access to the data collected by this
initiative. This will enable users to make their own diagnoses about the state of teacher policies in their
countries, learn about other countries’ policies, and make informed decisions about teacher policy
reform. Users will also be able to conduct analyses that contribute to the understanding of how teacher
policies affect teacher quality.

WILL YOUR RESPONSES BE KEPT CONFIDENTIAL?

Yes. No individually-identifiable responses or data will be reported.

HOW WILL YOUR INFORMATION BE REPORTED?

The information you provide will be combined with the information provided by others. It will then be
disseminated through a user-friendly website, accessible to the general public. No individually-
identifiable responses or data will be reported.

WE HOPE YOU WILL PARTICIPATE IN THIS INITIATIVE.

SINCERELY,

ELIZABETH KING ROBIN HORN EMILIANA VEGAS

Director Manager Task Team Leader
Education Sector Human Development Department Human Development Department

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3. INITIAL TEACHER PREPARATION

WHAT IS THE PURPOSE OF THIS SECTION?

This section is composed of 21 questions that seek to collect information about the formal education
and practical training that individuals go through to become public school teachers. This affects the skills
and knowledge available to teachers, the motivation to enter the teaching profession, and the profile of
those who decide to become teachers. The section addresses the following issues:

• Who regulates initial teacher education programs?

• What are the education routes available to those who wish to become teachers?
• How selective is entry into a teacher education program?
• What type of educational qualification is acquired by those who complete an initial teacher
education program?
• To what extent does the initial preparation of teachers include practical experience?

CONTACT INFORMATION OF THE RESPONDENT

Please write down the NAME, INSTITUTIONAL AFFILIATION, JOB TITLE and E-MAIL of the person who is
answering this questionnaire. This information will remain strictly confidential.

Name:

Institution:

Job title:

E-mail:

THREE THINGS TO NOTE BEFORE BEGINNING TO RESPOND

1. Answer every sub-question within a question. A “Don’t know” option is available for questions
and sub-questions that cannot be answered.
2. Pay attention to the definitions provided for this section; they are important to collect data that
is comparable across countries. All the words or phrases that have a definition are underlined.
3. Unless otherwise indicated, the questions refer to the policies that apply to public school
teachers. Please pay particular attention to the definition of “public school” that has been
provided, as it may differ from what is generally understood as a public school in the country.

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RELEVANT DEFINITIONS

Public schools: This refers to schools that are managed by a public authority.

Private schools: This refers to schools that are managed by a non-public authority (e.g., an individual
owner, a corporation, a foundation, a religious organization, etc.).

National: This refers to the whole country.

Sub-national: This refers to the administrative level that immediately follows the national level. For
example: states in India, Mexico and the U.S.; provinces in Argentina, Indonesia, Thailand and Finland;
regions in France, or zones in Nepal.

Local: This refers to all the administrative subdivisions that fall under the sub-national level. It might
include, for example, municipalities, counties, districts and/or communes.

Primary education: The level of education that usually begins at ages 5-7 and lasts for four to seven
years of schooling. In some countries it may be called elementary education. It typically marks the
beginning of systematic studies on reading, writing and mathematics, although children may begin
learning basic literacy and numeracy skills at the pre-primary level.

Secondary education or secondary school: The level of education that usually begins at ages 11-14 and
lasts for three to six years of schooling. Secondary education may include a lower secondary period
followed by an upper secondary period. In some countries, these are called middle school and high
school, respectively. Although it generally continues the basic programs of study of the primary
education level, teaching typically becomes more subject-focused, often employing more specialized
teachers who conduct classes in their field(s) of specialization.

Concurrent model: In this model, programs teach subject knowledge and pedagogic skills relatively
simultaneously. A key characteristic of this model is that, on entering an education program, an entrant
has already made a decision to become a teacher.

Consecutive model: In this model, programs teach subject knowledge first, usually leading to a tertiary
education degree in a subject/discipline, and then there is a second phase where pedagogic skills are
acquired and some additional subject knowledge courses may also be taught. The first and second
phases may be part of the same academic experience (e.g., a tertiary education student who first
chooses to concentrate on History and then chooses to concentrate on Education, but both within the
context of a four-year tertiary education degree program which allows for that flexibility), or they may
be part of different academic experiences (e.g., a student who obtains a four-year tertiary education
degree in History, and then chooses to pursue an advanced degree, such as a Masters – in Education). A
key characteristic of this model is that, on entering a post-secondary program, an entrant has not
necessarily made a decision to become a teacher.

Alternative model: This refers to any model(s) different from the concurrent or consecutive models.
Usually, the purpose of alternative models is to attract talented individuals into teaching. Alternative

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models can entail a shorter period of teacher-specific education and/or training during which individuals
develop the qualifications required to become a teacher. Alternative models should not be confused with
emergency measures adopted to alleviate teacher shortages. The former are available on a permanent
basis; the latter are used to respond to specific situations.

ISCED 4A: These qualifications are awarded for programs that fall on the boundary between secondary
and tertiary education from an international point of view, even though they might clearly be
considered as secondary or tertiary programs in a national context. These programs are often not
significantly more advanced than programs at the secondary education level but they serve to broaden
the knowledge of participants who have already completed a secondary education program. Typical
examples are programs designed to prepare students for tertiary education studies who, although
having completed secondary education, did not follow a curriculum which would allow them entry to
tertiary education. In other words, ISCED 4A includes pre-degree foundation courses or short vocational
or technical programs. ISCED 4A programs usually have a duration equivalent to six months to two years
of full-time study.

ISCED 5B: These qualifications are awarded for tertiary education programs that are more practically-
oriented and occupationally-specific (although some theoretical grounding may be provided), mainly
designed for participants to acquire the practical skills and know-how needed for employment in a
particular occupation or trade or class of occupations or trades. The successful completion of these
programs usually provides the participants with a labor-market relevant qualification. ISCED 5B
programs usually have a duration equivalent to two to three years of full-time study.

ISCED 5A: These qualifications are awarded for tertiary education programs that are largely theoretically
based, mainly designed to provide participants with sufficient credentials for entry into advanced
research programs or for entry into professions with high skills requirements. ISCED 5A programs usually
require around four or more years of full-time study, three of which (at a minimum) are focused on
theory and/or research. These programs typically require faculty members to hold advanced research
credentials.

Tertiary education: The level of education that immediately follows secondary education. It includes
many different types of postsecondary programs, which in turn lead to different educational
qualifications. Tertiary education is composed of: (i) postsecondary programs that are generally more
practical, technical and/or occupationally specific, leading to an ISCED 5B level of educational
qualification; (ii) theoretically based programs that provide sufficient qualifications for gaining entry to
advanced research programs and professions with high skill requirements, leading to an ISCED 5A level
of educational qualification; and (iii) programs devoted to advanced study and original research, and
leading to the award of an advanced research qualification (ISCED level 6). Enrollment in tertiary
education is usually not compulsory.

Practical professional experience: This refers to a designated period of exposure to a school and
classroom that is mandatory in many countries in order to become fully qualified to teach. This

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experience can be embedded in the initial teacher education program, or can be separate from it.
Practical professional experience should not be confused with a probationary period, which is typically a
length of time during which a qualified teacher’s performance is monitored before they can become a
permanent employee.

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A. Institutional framework

1. Do laws or regulations assign responsibility to a public authority to set the formal education and
practical training requirements that individuals must fulfill to become public school teachers?

a. A national educational authority Yes If Yes, specify name in the textbox below:
No
Don’t know

b. Sub-national educational authorities Yes

No
Don’t know

c. Local educational authorities Yes

No
Don’t know

2. Do laws or regulations assign responsibility to a public authority to set the regulations that apply
to initial teacher education programs?

a. A national educational authority Yes If Yes, specify name in the textbox below:
No
Don’t know

b. Sub-national educational authorities Yes

No
Don’t know

c. Local educational authorities Yes

No
Don’t know

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3. Is accreditation of initial teacher education programs required?

Yes, under the same accreditation rules that apply to all programs
Yes, under accreditation rules that are specific to teacher education programs
No
Don’t know

B. Initial teacher education programs

4. Which model(s) of initial teacher education exist? For each sub-question, please check all the
answers that apply.

a. To become a primary education Concurrent model

teacher Consecutive model
Alternative model
Don’t know

b. To become a secondary education Concurrent model

teacher Consecutive model
Alternative model
Don’t know

5. According to laws or regulations, which of the following criteria are used to select the applicants who
are admitted into initial teacher education programs?

a. Performance in secondary education Yes

(e.g., transcripts, average grade) No
Don’t know

b. Results in a compulsory secondary Yes

school leaving examination No
Don’t know

c. Performance in a compulsory tertiary Yes

education entrance examination No
Don’t know

d. Performance in a compulsory Yes

entrance examination specifically No
designed for teacher education Don’t know
programs

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e. Results of an interview that considers Yes

candidates’ motivations to become No
teachers and/or their interpersonal Don’t know
and emotional skills

f. Other (please specify)

6. In general, how selective is the admission process for a teacher education program? Please
comment. If possible, compare how difficult it is to get into a teacher education program as
opposed to a medical school program. If available, provide any quantitative data on the
selectivity of teacher education programs (e.g., percentage of applicants that were admitted in a
given year).

7. For those who pursue an education program to become a primary education teacher, what level
of qualifications is obtained upon graduation from this program?

a. Concurrent model of education Below ISCED 4A

ISCED 4A
ISCED 5B
ISCED 5A
Above ISCED 5A
This model does not exist
Don’t know

b. Consecutive model of education Below ISCED 4A

ISCED 4A
ISCED 5B
ISCED 5A
Above ISCED 5A
This model does not exist
Don’t know
c. Alternative model of education Below ISCED 4A
ISCED 4A
ISCED 5B
ISCED 5A
Above ISCED 5A
This model does not exist
Don’t know

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8. For those who pursue an education program to become a secondary education teacher, what
level of qualification is obtained upon graduation from this program?
Below ISCED 4A
a. Concurrent model
ISCED 4A
ISCED 5B
ISCED 5A
Above ISCED 5A
This model does not exist
Don’t know

b. Consecutive model of education Below ISCED 4A

ISCED 4A
ISCED 5B
ISCED 5A
Above ISCED 5A
This model does not exist
Don’t know

c. Alternative model of education Below ISCED 4A

ISCED 4A
ISCED 5B
ISCED 5A
Above ISCED 5A
This model does not exist
Don’t know
9. Are there statutory requirements or official recommendations for the amount of time that
education programs preparing primary education teachers should devote to the teaching of the
following subjects? Yes, requirements If Yes, go to question 10.
a. Pedagogy theory Yes, recommendations
No If No or Don’t know, go to question 11.
Don’t know
b. Teaching methods Yes, requirements If Yes, go to question 10.
Yes, recommendations
No If No or Don’t know, go to question 11.
Don’t know
c. Language Yes, requirements If Yes, go to question 10.
Yes, recommendations
No If No or Don’t know, go to question 11.
Don’t know
d. Mathematics Yes, requirements If Yes, go to question 10.
Yes, recommendations
No If No or Don’t know, go to question 11.
Don’t know
e. Science
Yes, requirements If Yes, go to question 10.
Yes, recommendations
No
If No or Don’t know, go to question 11.
Don’t know

f. All others (please list and state the nature of the requirement)

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10. State the required or recommended amount of time that education programs preparing primary
education teachers should devote to the teaching of the following subjects:

a. Pedagogy theory Total number of hours OR As a percentage of the total

hours of initial teacher education

b. Teaching methods OR As a percentage of the total

Total number of hours
hours of initial teacher education

c. Language Total number of hours OR As a percentage of the total

hours of initial teacher education

d. Mathematics Total number of hours OR As a percentage of the total

hours of initial teacher education

e. Science Total number of hours OR As a percentage of the total

hours of initial teacher education

f. All others (please list) Total number of hours OR As a percentage of the total
hours of initial teacher education

11. Are there statutory requirements or official recommendations for the amount of time that
education programs preparing secondary education teachers should devote to the teaching of the
following subjects?
Yes, requirements If Yes, go to question 12.
a. Pedagogy theory
Yes, recommendations
No If No or Don’t know, go to question 13.
Don’t know
b. Teaching methods If Yes, go to question 12.
Yes, requirements
Yes, recommendations
No If No or Don’t know, go to question 13.
Don’t know

c. Language Yes, requirements If Yes, go to question 12.

Yes, recommendations
No If No or Don’t know, go to question 13.
Don’t know
SABER -Teachers The World Bank

d. Mathematics Yes, requirements If Yes, go to question 12.

Yes, recommendations
No If No or Don’t know, go to question 13.
Don’t know

e. Science Yes, requirements If Yes, go to question 12.

Yes, recommendations
No If No or Don’t know, go to question 13.
Don’t know

f. All others (please list and state the nature of the requirement)

12. State the required or recommended amount of time that education programs preparing
secondary education teachers should devote to the teaching of the following subjects:
As a percentage of the total
a. Pedagogy theory Total number of hours OR hours of initial teacher education

b. OR As a percentage of the total

Teaching methods Total number of hours
hours of initial teacher education

c. Language Total number of hours OR As a percentage of the total

hours of initial teacher education

d. Mathematics Total number of hours OR As a percentage of the total

hours of initial teacher education

As a percentage of the total

e. Science Total number of hours OR hours of initial teacher education

f. All others (please list) Total number of hours OR As a percentage of the total
hours of initial teacher education

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13. Do education programs preparing primary education teachers offer classes in various languages?
Yes
No
Don’t know
14. Do education programs preparing secondary education teachers offer classes in various languages?

Yes
No
Don’t know

C. Practical professional experience

15. Is practical professional experience a compulsory part of the formal education and training
required to become a primary education teacher in a public school?
Yes If Yes, go to question 16.
No If No or Don’t know, go to question 17.
Don’t know

16. How much time must be devoted to practical professional experience as part of the formal
education and training required to become a primary education teacher?

2 or more years
≥1 year and <2 years
≥6 months and <1 year
≥3 months and <6 months
>0 months and <3 months
No official time stipulations exist
Don’t know

17. Is practical professional experience a compulsory part of the formal education and training
required to become a secondary education teacher in a public school?

Yes If Yes, go to question 18.

No If No or Don’t know, go to question 19.
Don’t know

18. How much time must be devoted to practical professional experience as part of the formal
education and training required to become a secondary education teacher?
2 or more years
≥1 year and <2 years
≥6 months and <1 year
≥3 months and <6 months
>0 months and <3 months
No official time stipulations exist
Don’t know

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D. Additional information

19. Please provide a copy of all the laws and regulations currently in effect that relate to the
formal education and practical training that individuals must undertake to become public school
teachers. Please check if these have been provided and label the documents with the country's name.

Yes
No

20. In the past 5 years, have there been important policy reforms regarding the formal education and
practical training that individuals must undertake to become public school teachers? Please
provide details of any such reforms.

21. Please describe any important policy issues related to the formal education and practical training
that individuals must undertake to become public school teachers that have not been addressed
in this section.

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