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Lebanon : Teachers

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
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Washington, DC
Middle East and North Africa
2014-04-21T21:23:33Z | 2014-04-21T21:23:33Z | 2010-01

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.

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