Lebanon : Teachers
In 2009, Lebanon spent 1.8 percent of Gross domestic product (GDP) on public education. In the same year, as a percentage of total government expenditure, Lebanon spent 7.2 percent on education. An important challenge for Lebanon is that its best-...
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| Format: | Working Paper |
| Language: | English en_US |
| Published: |
Washington, DC
2014
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2010/01/18064243/saber-teacher-country-report-lebanon-2010 http://hdl.handle.net/10986/17933 |
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okr-10986-17933 |
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| recordtype |
oai_dc |
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Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
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World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
ABSENTEEISM ACADEMIC CONTENT ACCREDITATION ASSESSING TEACHER PERFORMANCE ASSESSMENT SYSTEM AVERAGE PRIMARY STUDENT-TEACHER RATIO AVERAGE STUDENT-TEACHER RATIO BASIC EDUCATION BASIC EDUCATION LEVEL BIRTHS PER WOMAN CAREER CAREER OPPORTUNITIES CAREERS CERTIFIED TEACHERS CITIZENSHIP EDUCATION CIVIL SERVICE CLASS TEACHING CLASSROOM CLASSROOM TIME CLASSROOMS CURRICULUM CURRICULUM DEVELOPMENT DISADVANTAGED STUDENTS EARLY CHILDHOOD EARLY CHILDHOOD EDUCATION ECONOMIC DEVELOPMENT EDUCATION POLICIES EDUCATION PROGRAMS EDUCATION SECTOR EDUCATION SECTOR DEVELOPMENT EDUCATION STRATEGY EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL AUTHORITIES EDUCATIONAL LEVELS EFFECTIVE TEACHING EMPLOYMENT ENROLLMENT ENROLLMENT RATES ENROLLMENT RATIOS ENROLLMENT RATIOS OF GIRLS ENTRANCE EXAMINATION EQUITY IN EDUCATION GENDER PARITY GIRLS GLOBAL EDUCATION GRADING HIGHER EDUCATION HIGHER LEARNING HOMEWORK INCENTIVES FOR TEACHERS INDEPENDENT SCHOOLS INSTRUCTION INSTRUCTIONAL ACTIVITIES KNOWLEDGE ECONOMY LABOR FORCE LEADERSHIP LEARNING LEARNING ENVIRONMENTS LEARNING OUTCOMES LESSON PLANNING LITERACY LOCAL EDUCATIONAL AUTHORITIES LOWER SECONDARY LOWER SECONDARY EDUCATION MATHEMATICS MINISTRY OF EDUCATION NATIONAL ASSESSMENT NATIONAL ASSESSMENTS NATIONAL CURRICULUM NATIONAL EDUCATION NATIONAL EDUCATIONAL AUTHORITIES NUMBER OF STUDENTS NUMBER OF TEACHERS NUMERACY OVERSUPPLY OF TEACHERS PARTICIPATION RATES PEDAGOGY PRESERVICE TRAINING PRIMARY EDUCATION PRIMARY LEVEL PRIMARY SCHOOL PRIMARY SCHOOL ENROLLMENT PRIMARY SCHOOL TEACHERS PRIMARY STUDENT PRIVATE SCHOOLS PROFESSIONAL DEVELOPMENT PUBLIC EDUCATION PUBLIC SCHOOL PUBLIC SCHOOL TEACHERS PUBLIC SCHOOLS QUALIFIED PROFESSIONALS QUALIFIED TEACHERS QUALITY EDUCATION QUALITY OF EDUCATION RATES OF RETURN RATIOS OF GIRLS TO BOYS IN PRIMARY REFUGEES REGULAR TEACHERS RESOURCE CENTERS RURAL AREAS SALARY INCREASES SCHOOL CURRICULUM SCHOOL DAY SCHOOL DAYS SCHOOL HOURS SCHOOL LEAVING EXAMINATION SCHOOL MANAGEMENT SCHOOL NETWORKS SCHOOL PRINCIPALS SCHOOL QUALITY SCHOOL STAFF SCHOOL SYSTEM SCHOOL TEACHERS SCHOOL TEACHING SCHOOL YEAR SCHOOLING SCHOOLS SCIENCE STUDY SECONDARY EDUCATION SECONDARY SCHOOL SECONDARY SCHOOL TEACHERS SECONDARY SCHOOLS SERVICE TRAINING SKILLED TEACHERS STUDENT ACHIEVEMENT STUDENT ENROLLMENT STUDENT LEARNING STUDENT OUTCOMES STUDENT PERFORMANCE STUDENT POPULATIONS STUDENT-TEACHER RATIOS SUBJECT AREAS SUBJECT MATTER SUBJECT MATTER KNOWLEDGE SUBJECT MATTER MASTERY SUBJECT-MATTER KNOWLEDGE SUBJECTS TEACHER TEACHER CANDIDATES TEACHER CERTIFICATION TEACHER DEVELOPMENT TEACHER EDUCATION TEACHER EDUCATION PROGRAMS TEACHER EVALUATION TEACHER EVALUATIONS TEACHER HIRING TEACHER KNOWLEDGE TEACHER MANAGEMENT TEACHER PERFORMANCE TEACHER PROFESSIONAL DEVELOPMENT TEACHER QUALITY TEACHER RECRUITMENT TEACHER SALARIES TEACHER SHORTAGES TEACHER SUPPORT TEACHER TRAINING TEACHER TRAINING PROGRAMS TEACHER UNIONS TEACHERS TEACHING TEACHING EXPERIENCE TEACHING FORCE TEACHING METHODS TEACHING QUALITY TERTIARY EDUCATION TEST SCORES TEXTBOOKS TRAINING INSTITUTIONS TRAINING PROGRAMS UNEMPLOYMENT RATE UNIVERSITY DEGREE UNIVERSITY GRADUATES YOUNG PEOPLE YOUTH |
| spellingShingle |
ABSENTEEISM ACADEMIC CONTENT ACCREDITATION ASSESSING TEACHER PERFORMANCE ASSESSMENT SYSTEM AVERAGE PRIMARY STUDENT-TEACHER RATIO AVERAGE STUDENT-TEACHER RATIO BASIC EDUCATION BASIC EDUCATION LEVEL BIRTHS PER WOMAN CAREER CAREER OPPORTUNITIES CAREERS CERTIFIED TEACHERS CITIZENSHIP EDUCATION CIVIL SERVICE CLASS TEACHING CLASSROOM CLASSROOM TIME CLASSROOMS CURRICULUM CURRICULUM DEVELOPMENT DISADVANTAGED STUDENTS EARLY CHILDHOOD EARLY CHILDHOOD EDUCATION ECONOMIC DEVELOPMENT EDUCATION POLICIES EDUCATION PROGRAMS EDUCATION SECTOR EDUCATION SECTOR DEVELOPMENT EDUCATION STRATEGY EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL AUTHORITIES EDUCATIONAL LEVELS EFFECTIVE TEACHING EMPLOYMENT ENROLLMENT ENROLLMENT RATES ENROLLMENT RATIOS ENROLLMENT RATIOS OF GIRLS ENTRANCE EXAMINATION EQUITY IN EDUCATION GENDER PARITY GIRLS GLOBAL EDUCATION GRADING HIGHER EDUCATION HIGHER LEARNING HOMEWORK INCENTIVES FOR TEACHERS INDEPENDENT SCHOOLS INSTRUCTION INSTRUCTIONAL ACTIVITIES KNOWLEDGE ECONOMY LABOR FORCE LEADERSHIP LEARNING LEARNING ENVIRONMENTS LEARNING OUTCOMES LESSON PLANNING LITERACY LOCAL EDUCATIONAL AUTHORITIES LOWER SECONDARY LOWER SECONDARY EDUCATION MATHEMATICS MINISTRY OF EDUCATION NATIONAL ASSESSMENT NATIONAL ASSESSMENTS NATIONAL CURRICULUM NATIONAL EDUCATION NATIONAL EDUCATIONAL AUTHORITIES NUMBER OF STUDENTS NUMBER OF TEACHERS NUMERACY OVERSUPPLY OF TEACHERS PARTICIPATION RATES PEDAGOGY PRESERVICE TRAINING PRIMARY EDUCATION PRIMARY LEVEL PRIMARY SCHOOL PRIMARY SCHOOL ENROLLMENT PRIMARY SCHOOL TEACHERS PRIMARY STUDENT PRIVATE SCHOOLS PROFESSIONAL DEVELOPMENT PUBLIC EDUCATION PUBLIC SCHOOL PUBLIC SCHOOL TEACHERS PUBLIC SCHOOLS QUALIFIED PROFESSIONALS QUALIFIED TEACHERS QUALITY EDUCATION QUALITY OF EDUCATION RATES OF RETURN RATIOS OF GIRLS TO BOYS IN PRIMARY REFUGEES REGULAR TEACHERS RESOURCE CENTERS RURAL AREAS SALARY INCREASES SCHOOL CURRICULUM SCHOOL DAY SCHOOL DAYS SCHOOL HOURS SCHOOL LEAVING EXAMINATION SCHOOL MANAGEMENT SCHOOL NETWORKS SCHOOL PRINCIPALS SCHOOL QUALITY SCHOOL STAFF SCHOOL SYSTEM SCHOOL TEACHERS SCHOOL TEACHING SCHOOL YEAR SCHOOLING SCHOOLS SCIENCE STUDY SECONDARY EDUCATION SECONDARY SCHOOL SECONDARY SCHOOL TEACHERS SECONDARY SCHOOLS SERVICE TRAINING SKILLED TEACHERS STUDENT ACHIEVEMENT STUDENT ENROLLMENT STUDENT LEARNING STUDENT OUTCOMES STUDENT PERFORMANCE STUDENT POPULATIONS STUDENT-TEACHER RATIOS SUBJECT AREAS SUBJECT MATTER SUBJECT MATTER KNOWLEDGE SUBJECT MATTER MASTERY SUBJECT-MATTER KNOWLEDGE SUBJECTS TEACHER TEACHER CANDIDATES TEACHER CERTIFICATION TEACHER DEVELOPMENT TEACHER EDUCATION TEACHER EDUCATION PROGRAMS TEACHER EVALUATION TEACHER EVALUATIONS TEACHER HIRING TEACHER KNOWLEDGE TEACHER MANAGEMENT TEACHER PERFORMANCE TEACHER PROFESSIONAL DEVELOPMENT TEACHER QUALITY TEACHER RECRUITMENT TEACHER SALARIES TEACHER SHORTAGES TEACHER SUPPORT TEACHER TRAINING TEACHER TRAINING PROGRAMS TEACHER UNIONS TEACHERS TEACHING TEACHING EXPERIENCE TEACHING FORCE TEACHING METHODS TEACHING QUALITY TERTIARY EDUCATION TEST SCORES TEXTBOOKS TRAINING INSTITUTIONS TRAINING PROGRAMS UNEMPLOYMENT RATE UNIVERSITY DEGREE UNIVERSITY GRADUATES YOUNG PEOPLE YOUTH World Bank Lebanon : Teachers |
| geographic_facet |
Middle East and North Africa |
| relation |
Systems Approach for Better Education
Results (SABER) country report;2010 |
| description |
In 2009, Lebanon spent 1.8 percent of
Gross domestic product (GDP) on public education. In the
same year, as a percentage of total government expenditure,
Lebanon spent 7.2 percent on education. An important
challenge for Lebanon is that its best-trained people
migrate abroad or have to face low rates of return to
schooling domestically. Lebanon is experiencing an
over-supply of teachers, which provides an opportunity to be
more selective and raise the bar for entering teachers.
While some neighboring countries only screen teacher
candidates based on test scores in the secondary school
leaving examination (West Bank & Gaza, Jordan, and
Yemen), applicants for teacher education programs in Lebanon
are admitted based on two criteria: (i) test scores in the
secondary school leaving examination, and (ii) performance
in the compulsory entrance examination for teacher education
programs. While there are some mechanisms in place to hold
teachers accountable, their enforceability is limited.
Teachers are offered few financial incentives or
opportunities for public recognition to reward strong
performance. There is no probationary period prior to
awarding open-ended status. While the first years of
teaching are among the best available predictors of a
teacher's performance later on in their career, Lebanon
does not use this period to weed out the lowest-performing
teachers. Once a teacher has an open-ended appointment, weak
results in the performance evaluation process may not be
used to dismiss ineffective teachers. In fact, based on the
evaluation process, it appears to be difficult to identify
low-performers and high performers. Lebanon may look to the
experience of other countries in setting policies to remove
chronically low-performing teachers. The benefits of doing
so are twofold: first, such mechanisms protect students from
the detrimental and lasting effects of having poor teachers;
and second, they can give teachers a clear incentive to work
hard in order to avoid them. |
| format |
Publications & Research :: Working Paper |
| author |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
Lebanon : Teachers |
| title_short |
Lebanon : Teachers |
| title_full |
Lebanon : Teachers |
| title_fullStr |
Lebanon : Teachers |
| title_full_unstemmed |
Lebanon : Teachers |
| title_sort |
lebanon : teachers |
| publisher |
Washington, DC |
| publishDate |
2014 |
| url |
http://documents.worldbank.org/curated/en/2010/01/18064243/saber-teacher-country-report-lebanon-2010 http://hdl.handle.net/10986/17933 |
| _version_ |
1764436285578018816 |
| spelling |
okr-10986-179332021-04-23T14:03:35Z Lebanon : Teachers World Bank ABSENTEEISM ACADEMIC CONTENT ACCREDITATION ASSESSING TEACHER PERFORMANCE ASSESSMENT SYSTEM AVERAGE PRIMARY STUDENT-TEACHER RATIO AVERAGE STUDENT-TEACHER RATIO BASIC EDUCATION BASIC EDUCATION LEVEL BIRTHS PER WOMAN CAREER CAREER OPPORTUNITIES CAREERS CERTIFIED TEACHERS CITIZENSHIP EDUCATION CIVIL SERVICE CLASS TEACHING CLASSROOM CLASSROOM TIME CLASSROOMS CURRICULUM CURRICULUM DEVELOPMENT DISADVANTAGED STUDENTS EARLY CHILDHOOD EARLY CHILDHOOD EDUCATION ECONOMIC DEVELOPMENT EDUCATION POLICIES EDUCATION PROGRAMS EDUCATION SECTOR EDUCATION SECTOR DEVELOPMENT EDUCATION STRATEGY EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL AUTHORITIES EDUCATIONAL LEVELS EFFECTIVE TEACHING EMPLOYMENT ENROLLMENT ENROLLMENT RATES ENROLLMENT RATIOS ENROLLMENT RATIOS OF GIRLS ENTRANCE EXAMINATION EQUITY IN EDUCATION GENDER PARITY GIRLS GLOBAL EDUCATION GRADING HIGHER EDUCATION HIGHER LEARNING HOMEWORK INCENTIVES FOR TEACHERS INDEPENDENT SCHOOLS INSTRUCTION INSTRUCTIONAL ACTIVITIES KNOWLEDGE ECONOMY LABOR FORCE LEADERSHIP LEARNING LEARNING ENVIRONMENTS LEARNING OUTCOMES LESSON PLANNING LITERACY LOCAL EDUCATIONAL AUTHORITIES LOWER SECONDARY LOWER SECONDARY EDUCATION MATHEMATICS MINISTRY OF EDUCATION NATIONAL ASSESSMENT NATIONAL ASSESSMENTS NATIONAL CURRICULUM NATIONAL EDUCATION NATIONAL EDUCATIONAL AUTHORITIES NUMBER OF STUDENTS NUMBER OF TEACHERS NUMERACY OVERSUPPLY OF TEACHERS PARTICIPATION RATES PEDAGOGY PRESERVICE TRAINING PRIMARY EDUCATION PRIMARY LEVEL PRIMARY SCHOOL PRIMARY SCHOOL ENROLLMENT PRIMARY SCHOOL TEACHERS PRIMARY STUDENT PRIVATE SCHOOLS PROFESSIONAL DEVELOPMENT PUBLIC EDUCATION PUBLIC SCHOOL PUBLIC SCHOOL TEACHERS PUBLIC SCHOOLS QUALIFIED PROFESSIONALS QUALIFIED TEACHERS QUALITY EDUCATION QUALITY OF EDUCATION RATES OF RETURN RATIOS OF GIRLS TO BOYS IN PRIMARY REFUGEES REGULAR TEACHERS RESOURCE CENTERS RURAL AREAS SALARY INCREASES SCHOOL CURRICULUM SCHOOL DAY SCHOOL DAYS SCHOOL HOURS SCHOOL LEAVING EXAMINATION SCHOOL MANAGEMENT SCHOOL NETWORKS SCHOOL PRINCIPALS SCHOOL QUALITY SCHOOL STAFF SCHOOL SYSTEM SCHOOL TEACHERS SCHOOL TEACHING SCHOOL YEAR SCHOOLING SCHOOLS SCIENCE STUDY SECONDARY EDUCATION SECONDARY SCHOOL SECONDARY SCHOOL TEACHERS SECONDARY SCHOOLS SERVICE TRAINING SKILLED TEACHERS STUDENT ACHIEVEMENT STUDENT ENROLLMENT STUDENT LEARNING STUDENT OUTCOMES STUDENT PERFORMANCE STUDENT POPULATIONS STUDENT-TEACHER RATIOS SUBJECT AREAS SUBJECT MATTER SUBJECT MATTER KNOWLEDGE SUBJECT MATTER MASTERY SUBJECT-MATTER KNOWLEDGE SUBJECTS TEACHER TEACHER CANDIDATES TEACHER CERTIFICATION TEACHER DEVELOPMENT TEACHER EDUCATION TEACHER EDUCATION PROGRAMS TEACHER EVALUATION TEACHER EVALUATIONS TEACHER HIRING TEACHER KNOWLEDGE TEACHER MANAGEMENT TEACHER PERFORMANCE TEACHER PROFESSIONAL DEVELOPMENT TEACHER QUALITY TEACHER RECRUITMENT TEACHER SALARIES TEACHER SHORTAGES TEACHER SUPPORT TEACHER TRAINING TEACHER TRAINING PROGRAMS TEACHER UNIONS TEACHERS TEACHING TEACHING EXPERIENCE TEACHING FORCE TEACHING METHODS TEACHING QUALITY TERTIARY EDUCATION TEST SCORES TEXTBOOKS TRAINING INSTITUTIONS TRAINING PROGRAMS UNEMPLOYMENT RATE UNIVERSITY DEGREE UNIVERSITY GRADUATES YOUNG PEOPLE YOUTH In 2009, Lebanon spent 1.8 percent of Gross domestic product (GDP) on public education. In the same year, as a percentage of total government expenditure, Lebanon spent 7.2 percent on education. An important challenge for Lebanon is that its best-trained people migrate abroad or have to face low rates of return to schooling domestically. Lebanon is experiencing an over-supply of teachers, which provides an opportunity to be more selective and raise the bar for entering teachers. While some neighboring countries only screen teacher candidates based on test scores in the secondary school leaving examination (West Bank & Gaza, Jordan, and Yemen), applicants for teacher education programs in Lebanon are admitted based on two criteria: (i) test scores in the secondary school leaving examination, and (ii) performance in the compulsory entrance examination for teacher education programs. While there are some mechanisms in place to hold teachers accountable, their enforceability is limited. Teachers are offered few financial incentives or opportunities for public recognition to reward strong performance. There is no probationary period prior to awarding open-ended status. While the first years of teaching are among the best available predictors of a teacher's performance later on in their career, Lebanon does not use this period to weed out the lowest-performing teachers. Once a teacher has an open-ended appointment, weak results in the performance evaluation process may not be used to dismiss ineffective teachers. In fact, based on the evaluation process, it appears to be difficult to identify low-performers and high performers. Lebanon may look to the experience of other countries in setting policies to remove chronically low-performing teachers. The benefits of doing so are twofold: first, such mechanisms protect students from the detrimental and lasting effects of having poor teachers; and second, they can give teachers a clear incentive to work hard in order to avoid them. 2014-04-21T21:23:33Z 2014-04-21T21:23:33Z 2010-01 http://documents.worldbank.org/curated/en/2010/01/18064243/saber-teacher-country-report-lebanon-2010 http://hdl.handle.net/10986/17933 English en_US Systems Approach for Better Education Results (SABER) country report;2010 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ Washington, DC Publications & Research :: Working Paper Publications & Research Middle East and North Africa |