Teacher Recruitment

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Genevieve Brown - One of the best experts on this subject based on the ideXlab platform.

Kimberly Ochs - One of the best experts on this subject based on the ideXlab platform.

  • Revisiting the implementation of the Commonwealth Teacher Recruitment Protocol: Furthering implementation and addressing critical steps in the Recruitment process
    2012
    Co-Authors: Kimberly Ochs
    Abstract:

    This paper revisits the 2008–2009 review of the implementation of the Commonwealth Teacher Recruitment Protocol, commissioned by the Commonwealth Secretariat in response to a directive by Commonwealth education ministries in 2006 (Ochs and Jackson, 2009). With a view towards informing activities and policies that further the implementation of the protocol, this paper first presents key findings from the review. It then reports on research conducted in 2011 that revisited the migrant Teachers from the 2008–2009 study to explore their situation further, as well as on key developments at the international level regarding Teacher migration. A systems analysis of Teacher mobility is presented, which identifies key actors, contextual factors and critical steps in the Recruitment and migration process. In conclusion, recommendations for further protocol implementation are recommended.

  • 14. Beyond the Commonwealth Teacher Recruitment Protocol: Next steps in managing Teacher migration in education in emergencies
    2012
    Co-Authors: Jonathan Penson, Kimberly Ochs, Akemi Yonemura, Barry Sesnan, Casmir Chanda
    Abstract:

    Based on papers presented at the Sixth Commonwealth Research Symposium on Teacher Mobility, Recruitment and Migration in Addis Ababa in June 20111 and a review of the literature, this paper asks what the issues affecting forced migrant Teachers are compared to voluntary migrant Teachers, and what policies are necessary to ensure their welfare. Noting the research gaps around the role and status of refugee Teachers in emergencies, it is found that Teachers are significantly under-represented in the refugee population. By analysing the reasons why this is so and finding gaps in the existing policy environment and legislative framework, the paper attempts to determine the connections between the issues faced by refugee Teachers, the protection of their rights and the contribution they are able to make towards increasing access to and quality of education. To exemplify how these issues play out on the ground, the paper describes a case study of Sudanese refugees in Uganda. Following a review of how the learning from the application of the Commonwealth Teacher Recruitment Protocol (2004) might be applied to efforts to improve institutional frameworks for the management of migrant Teachers in emergencies, the paper concludes with recommendations for policy-makers aimed at protecting the professional role and status of Teachers forced to migrate and enhancing their ability to operate constructively in emergency conditions.

  • The Commonwealth Teacher Recruitment Protocol: Its Impacts and Implications for the Global Teaching Profession.
    Research in Comparative and International Education, 2007
    Co-Authors: Paul Miller, Guy Mulvaney, Kimberly Ochs
    Abstract:

    This article discusses the development and implementation of the Commonwealth Teacher Recruitment Protocol, which was adopted in September 2004. Following a review of the contextual issues of international Teacher migration, the challenges of Teacher Recruitment are discussed. Key features of the Protocol are highlighted and discussed with regard to the current task of implementation. A comparison is made between Recruitment before and after the adoption of the Protocol, focusing on the United Kingdom. In conclusion, the article highlights challenges and opportunities for Protocol implementation and areas for further research.

  • The centrality of context in the development of the commonwealth Teacher Recruitment protocol: Relevance for international Teacher migration
    Power Voice and the Public Good: Schooling and Education in Global Societies, 1
    Co-Authors: Kimberly Ochs
    Abstract:

    Migration is one of the most significant domestic, development and foreign policy issues in the world today. According to the International Organization for Migration, 1 out of every 35 persons worldwide is an international migrant. This chapter discusses the complex issue of international Teacher migration, and reports findings from empirical research conducted in the UK to illuminate the socio-cultural and economic contexts of Teacher migration in both industrialized nations and in developing countries. This research, commissioned by the Commonwealth Secretariat, served to inform development of a Commonwealth Teacher Recruitment Protocol, which was adopted by 53 countries in late 2004. This chapter serves to disseminate the results of this research to a larger international audience. It also provides an analysis of the process in which educational research informs international policy development.

Wilhelm Leonard Mafuru - One of the best experts on this subject based on the ideXlab platform.

  • Coping with inadequacy: understanding the effects of central Teacher Recruitment in six ward secondary schools in Tanzania - Coping with inadequacy : understanding the effects of central Teacher Recruitment in six ward secondary schools in Tanzania
    2011
    Co-Authors: Wilhelm Leonard Mafuru
    Abstract:

    Decentralization by devolution is the means to transfer the responsibilities for service provision to the grassroots levels in Tanzania. The aim of this policy is to deal with the stagnation in the development of, among other things, secondary education. Despite this policy, Tanzania still provides a strong top-down influence on education. This study is about the effects of the central influence on the Recruitment of Teachers in secondary education. For this research, six ward secondary schools were visited. The dissertation reveals that the centralized Teacher Recruitment within the initiative to decentralize secondary education has failed to achieve its claimed objective of redressing the inequalities in the deployment of Teachers in the country. As a result, the schools have structured their internal operations in order that they cope with inadequacy. The dissertation recommends therefore that the actual needs of schools in terms of the types of Teachers required should be given consideration when Teachers are posted in schools.

  • coping with inadequacy understanding the effects of central Teacher Recruitment in six ward secondary schools in tanzania
    2011
    Co-Authors: Wilhelm Leonard Mafuru
    Abstract:

    Decentralization by devolution is the means to transfer the responsibilities for service provision to the grassroots levels in Tanzania. The aim of this policy is to deal with the stagnation in the development of, among other things, secondary education. Despite this policy, Tanzania still provides a strong top-down influence on education. This study is about the effects of the central influence on the Recruitment of Teachers in secondary education. For this research, six ward secondary schools were visited. The dissertation reveals that the centralized Teacher Recruitment within the initiative to decentralize secondary education has failed to achieve its claimed objective of redressing the inequalities in the deployment of Teachers in the country. As a result, the schools have structured their internal operations in order that they cope with inadequacy. The dissertation recommends therefore that the actual needs of schools in terms of the types of Teachers required should be given consideration when Teachers are posted in schools.

Meredith L. Wronowski - One of the best experts on this subject based on the ideXlab platform.

Beverly J. Irby - One of the best experts on this subject based on the ideXlab platform.

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