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Successful teachers are likely to be the first role models that young people encounter outside the home. They teach content, make learning fun, shape students' attitudes, exemplify empathy, teach teamwork and respect, and build student confidence in several ways. Effective teachers prepare students for a world where they must interact with others, adapt quickly to change, and where success will hinge on knowledge as well as attitudes and behavior. Helping young people develop these skills is a complex task, especially when many come from deprived backgrounds. It requires routine human interface with people who combine deep knowledge, a conviction that all students can succeed, and empathy. Successful teachers are irreplaceable in this task and will remain irreplaceable in the future. Coronavirus (COVID-19)-related school closures changed the nature of interactions between students and teachers around the world. While students in some school systems remained in regular contact with their teachers through technology-enabled classes and continued to learn, many did not. School closures will take place in the future, if not worldwide, then in individual countries for a variety of reasons. To be effective, teachers must also be able to use technology effectively to ensure learning beyond school walls, navigate unpredictable circumstances, and be flexible based on student needs. Teachers are successful when teacher policies are designed and implemented in a manner that attracts high-ability individuals, and prepares, supports and motivates them to become high performing teachers. This paper describes the vision and key principles guiding the world bank's support to countries on teachers.

Basic education. --- Basic education

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More than one out of every five principals leaves their school each year. In some cases, these career changes are driven by the choices of district leadership. In other cases, principals initiate the move, often demonstrating preferences to work in schools with higher achieving students from more advantaged socioeconomic backgrounds. Principals often use schools with many poor or low-achieving students as stepping stones to what they view as more desirable assignments. We use longitudinal data from one large urban school district to study the relationship between principal turnover and school outcomes. We find that principal turnover is, on average, detrimental to school performance. Frequent turnover of school leadership results in lower teacher retention and lower student achievement gains. Leadership changes are particularly harmful for high poverty schools, low-achieving schools, and schools with many inexperienced teachers. These schools not only suffer from high rates of principal turnover but are also unable to attract experienced successors. The negative effect of leadership changes can be mitigated when vacancies are filled by individuals with prior experience leading other schools. However, the majority of new principals in high poverty and low-performing schools lack prior leadership experience and leave when more attractive positions become available in other schools.

Zonder onderwerpscode: economie

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Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6-11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skilling opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by nonstate actors-private nonprofit and forprofit entities-in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy.

Education