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Tunisia : Teacher Policy

ACADEMIC ACHIEVEMENT ACCREDITATION ACHIEVEMENT DATA ACHIEVEMENT TESTS ACTIVE LEARNING ACTIVE LEARNING TECHNIQUES AGE RANGES ASSESSMENT METHODS AVERAGE SCORE AVERAGE TEST SCORES BASIC EDUCATION BEGINNING TEACHERS CAREER CAREER OPPORTUNITIES CAREERS CIVIL SERVICE CLASSROOM CLASSROOM EXPERIENCE CLASSROOM MANAGEMENT CLASSROOM TEACHING CLASSROOMS CURRICULAR ACTIVITIES CURRICULUM DISCIPLINES EDUCATION EXPENDITURE EDUCATION OFFICIALS EDUCATION POLICIES EDUCATION PROGRAMS EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL AUTHORITIES EDUCATIONAL INSTITUTIONS EFFECTIVE TEACHERS EFFECTIVE TEACHING ENTRANCE EXAMINATION ENTRY REQUIREMENTS EXPERIENCED TEACHERS FEMALE ENROLLMENT GENERAL EDUCATION GRADE LEVELS GRADING INCENTIVES FOR TEACHERS INSTRUCTION INTERNATIONAL STUDENT ASSESSMENT JOB MARKET LEADERSHIP LEARNING LEARNING ENVIRONMENTS LEARNING OUTCOMES LET MATHEMATICS MATHEMATICS % STUDENTS MINISTRY OF EDUCATION NATIONAL ASSESSMENTS NATIONAL CURRICULUM NATIONAL EDUCATIONAL AUTHORITIES NUMBER OF STUDENTS NUMBER OF TEACHERS OLD STUDENTS PEDAGOGICAL SKILLS PEDAGOGY PRIMARY COMPLETION PRIMARY COMPLETION RATE PRIMARY EDUCATION PRIMARY EDUCATION SPENDING PRIMARY LEVEL PRIMARY SCHOOL PRIMARY SCHOOL TEACHER PRIMARY SCHOOL TEACHERS PRIVATE SCHOOL PRIVATE SCHOOL STUDENTS PRIVATE SCHOOL TEACHERS PRIVATE SCHOOLS PROFESSIONAL DEVELOPMENT PUBLIC EDUCATION PUBLIC EDUCATION SPENDING PUBLIC EXPENDITURE PUBLIC SCHOOL PUBLIC SCHOOL STUDENTS PUBLIC SCHOOL TEACHERS PUBLIC SCHOOLS QUALIFIED PROFESSIONALS QUALIFIED TEACHERS QUALITY OF EDUCATION READING REPEATERS SALARY INCREASES SCHOLARSHIPS SCHOOL DAYS SCHOOL INFRASTRUCTURE SCHOOL LEVEL SCHOOL PRINCIPALS SCHOOL TEACHERS SCHOOL TEACHING SCHOOL YEAR SCHOOLING SCHOOLS SCIENCE STUDY SECONDARY EDUCATION SECONDARY EDUCATION SPENDING SECONDARY SCHOOL SECONDARY SCHOOL PRINCIPALS SECONDARY SCHOOL STUDENTS SECONDARY SCHOOL TEACHER SECONDARY SCHOOL TEACHERS SERVICE EDUCATION SERVICE TRAINING SKILLED TEACHERS SPECIAL NEEDS STIPENDS STUDENT ACHIEVEMENT STUDENT ASSESSMENT STUDENT ASSESSMENTS STUDENT INTERACTIONS STUDENT LEARNING STUDENT LEARNING OUTCOMES STUDENT PERFORMANCE STUDENT POPULATION STUDENT POPULATIONS STUDENT-TEACHER RATIOS SUBJECT AREAS SUBJECT KNOWLEDGE SUBJECT MATTER SUBJECT MATTER KNOWLEDGE SUBJECTS TEACHER TEACHER ABSENTEEISM TEACHER EDUCATION TEACHER EDUCATION PROGRAMS TEACHER EVALUATIONS TEACHER ORGANIZATIONS TEACHER PERFORMANCE TEACHER TRAINING TEACHER TRAINING PROGRAMS TEACHERS TEACHING TEACHING EXPERIENCE TEACHING FORCE TEACHING JOB TEACHING METHODS TEACHING PERFORMANCE TERTIARY EDUCATION TEST SCORES TRAINING PROGRAMS WORKERS YOUTH
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Washington, DC
Middle East and North Africa | Tunisia
2014-04-07T20:27:59Z | 2014-04-07T20:27:59Z | 2011-01

A total of 1,995,167 students (around 96.2 percent of total enrollment) attend public schools in Tunisia. The public school student population is concentrated almost evenly between the primary (50.6 percent) and secondary levels (49.4 percent), and 82.6 percent of the total number of students attend schools in urban areas. Around 3.9 percent of enrolled students attend private schools (all of which are private, government- independent schools). All private schools are located in urban areas, principally serving secondary school students. Tunisia does have in place a mandatory probationary period prior to awarding open-ended status to new teachers. This may help in facilitating the dismissal of weak and unmotivated teachers earlier on, before they become permanent staff and part of the civil service. The first years of teaching are among the best available predictors of a teacher's performance later on. Therefore, it is positive to have in place screening processes to dismiss low-performing teacher entrants. In Tunisia, this screening process to gain open-ended status involves being assessed on performance. Once a teacher holds an open-ended appointment, the results of the performance evaluation process may be used in dismissing a teacher based on his/her performance. However, given the fact that data on the extent of teacher under-performance and rates of dismissal are unavailable, it is not possible to ascertain the extent to which ineffective teachers are removed in practice.

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