Handbook Of Good Human Resource Practices In The Teaching -Books Pdf

Handbook of good human resource practices in the teaching
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Copyright International Labour Organization 2012,First edition 2012. Publications of the International Labour Office enjoy copyright under Protocol 2 of the Universal Copyright. Convention Nevertheless short excerpts from them may be reproduced without authorization on condition that. the source is indicated For rights of reproduction or translation application should be made to ILO Publications. Rights and Permissions International Labour Office CH 1211 Geneva 22 Switzerland or by email to. pubdroits ilo org The International Labour Office welcomes such applications. Libraries institutions and other users registered with reproduction rights organizations may make copies in. accordance with the licences issued to them for this purpose Visit www ifrro org to find the reproduction rights. organization in your country, Handbook of good human resource practices in the teaching profession International Labour Office Geneva. ISBN 978 92 2 126386 9 print,ISBN 978 92 2 126262 6 Web pdf. Also available in French Manuel de bonnes pratiques en mati re de ressources humaines dans la profession. enseignante ISBN 978 92 2 226386 8 Geneva 2012 and in Spanish Gu a de buenas pr cticas sobre recursos. humanos en la profesi n docente ISBN 978 92 2 326386 7 Geneva 2012. human resources management personnel management teacher recruitment teacher conditions of employment. career development work environment working conditions social security social dialogue teacher training. good practices,Photographs Crozet M and UNICEF,ILO Cataloguing in Publication Data. The designations employed in ILO publications which are in conformity with United Nations practice and the. presentation of material therein do not imply the expression of any opinion whatsoever on the part of the. International Labour Office concerning the legal status of any country area or territory or of its authorities or. concerning the delimitation of its frontiers, The responsibility for opinions expressed in signed articles studies and other contributions rests solely with their.
authors and publication does not constitute an endorsement by the International Labour Office of the opinions. expressed in them, Reference to names of firms and commercial products and processes does not imply their endorsement by the. International Labour Office and any failure to mention a particular firm commercial product or process is not a. sign of disapproval, ILO publications and electronic products can be obtained through major booksellers or ILO local offices in many. countries or direct from ILO Publications International Labour Office CH 1211 Geneva 22 Switzerland. Catalogues or lists of new publications are available free of charge from the above address or by email. pubvente ilo org,Visit our website www ilo org publns. Printed by the International Labour Office Geneva Switzerland. Teachers are recognized as key to educational quality and success in any society s. education system Understanding the importance of human resource policies and practices. in the process of recruiting retaining professionally supporting and providing the proper. working environment for sufficient numbers of teachers that meet the needs and. expectations of quality education for all in essence creating a Decent Work agenda for. these highly valued professionals the ILO Governing Body mandated the ILO s Sectoral. Activities Department to prepare a toolkit on good human resource practices for the. teaching profession The toolkit should be based on and seek to integrate in one. comprehensive publication a number of elements relevant to this theme as explained in the. Introduction including international standards and recommendations specific to teachers. and international labour standards developed by the ILO findings and conclusions of ILO. sectoral meetings on education and training as well as those of the Joint ILO UNESCO. Committee of Experts on the Application of the Recommendations concerning Teaching. Personnel CEART ILO practical experience and principles in ongoing HRD policies and. practices and not least good practices and policies in a wide range of ILO member States. A first version of the toolkit was reviewed in November 2009 by an inter regional. tripartite workshop representing the ILO s tripartite constituency experts in human. resource planning and management from selected Ministries of Education and from. national and international Employers and Workers organizations the latter including. teachers unions The workshop made suggestions to revise and improved the initial drafts. requesting additional modules and design approaches to enhance the value to constituents. and education stakeholders in ILO member States In the process of revising and. improving the original texts the ILO concluded that the toolkit should be considered more. of a reference Handbook on policy and practice hence the published title. A publication of this kind that seeks to be of value to users in widely divergent. countries cultures and education systems inevitably must not be considered the definitive. word on the subject It must also be taken as a work in progress to be updated and. improved as the policies and practices that define the teaching profession evolve. Nevertheless it is our expectation that this Handbook will assist a wide range of ILO. constituents and education sector stakeholders to reflect on and work to improve. conditions for teachers everywhere,Ms Alette van Leur. Sectoral Activities Department,DEPTS 2012 Handbook 2012 02 0241 1 NR docx v4 iii.
Foreword iii,Acknowledgements xiii,Abbreviations and acronyms xv. Introduction 1,Glossary 3,Module 1 Employment and recruitment 9. 1 Introduction Basic principles 9,1 1 Recruitment policies and management 11. 1 1 1 National recruitment strategy to meet all current needs in quantity. and quality of teachers 11, 1 1 2 Education or teacher management information systems EMIS TMIS 14. 1 2 Professional licensing credentials councils 16. 1 2 1 Professional standards criteria for engagement as a teacher 16. 1 2 2 Licensing authorities conditions and processes for. certification licensing 16,1 2 3 Alternative entry routes 17.
1 2 4 Re entry to teaching 18, 1 2 5 Cross border recruitment Recognition of prior qualifications. credentials and certification 19,1 3 The recruitment process 19. 1 3 1 Hearings or interviews as part of competitive examinations or. institutional hiring processes 19, 1 3 2 Background checks and due diligence of the employer 20. 1 3 3 Confidentiality standards 21,1 3 4 Transparency standards and procedures 21. 1 4 Probation 22,1 4 1 Probationary periods 22, 1 4 2 Standards and procedures for education systems without.
mandatory probation 22,1 5 Security of tenure Permanent status 23. 1 5 1 Criteria and authorizing bodies processes for obtaining. permanent employment as a teacher 23, 1 5 2 Denying entry into the profession or loss of permanent status. Grounds information and appeals procedures 24,1 6 Posting deployment rotation 25. 1 6 1 Administrative requirements for entry and initial posting 25. 1 6 2 Placement criteria for first assignments 26, 1 6 3 Deployment to rural and remote areas for all teachers 26. DEPTS 2012 Handbook 2012 02 0241 1 NR docx v4 v,1 6 4 Transfer criteria 27.
1 7 Management of deployment and transfers 28,1 8 Induction of newly qualified teachers 29. 1 8 1 Induction procedures for new and returning teachers 29. 1 8 2 Mentoring programmes operational methods and resourcing 30. 1 9 Service conditions for women and men with family responsibilities 31. 1 9 1 Conditions for maternity protection 31, 1 9 2 Working time and leave provisions for care of children and. other family dependants 32, 1 9 3 Postings as single teachers parents or with spouses 33. 1 10 Part time service 33, 1 10 1 Criteria and terms for part time postings including. job sharing arrangements 33, 1 10 2 Salary and other benefits leave social security protection.
on a pro rata basis 34, 1 10 3 Conditions for transfer to full time postings 34. 1 11 Replacement substitute teachers 35,1 11 1 Recruitment standards and conditions 35. 1 11 2 Transition from replacement to permanent status 35. 1 11 3 Alternatives in systems without substitute provision 36. 1 12 Contractual auxiliary and para teachers 36, 1 12 1 Conditions for phasing out contractual teacher policies 37. 1 12 2 Recruitment standards and procedures for contractual auxiliary or. paraprofessional teachers 38, 1 12 3 Criteria and procedures for integration as permanent teachers 39. 1 13 Retention policies 40,1 14 School leadership 41.
1 14 1 Qualification standards initial training and professional development. programmes for school leaders 43, 1 14 2 Performance criteria and evaluation processes for school managers 45. References 47, Module 2 Employment Career development and employment terms. including leave terms 53,2 Introduction 53, 2 1 Career diversification and job classification 54. 2 1 1 Developing a diversified teacher career structure 54. 2 1 2 Horizontal career development 54,2 1 3 Vertical career advancement 57. 2 1 4 Non linear career development 58, 2 1 5 Post or job classification criteria and procedures 58.
2 1 6 Equity in job classification The emergence of non professional teachers 59. 2 1 7 Equity in careers Gender policies 59,2 2 Promotion criteria 61. vi DEPTS 2012 Handbook 2012 02 0241 1 NR docx v4, 2 3 A diversified career structure and leave terms for specific groups of teachers 63. 2 3 1 Teachers with family responsibilities 64,2 3 2 Teachers with disabilities 66. 2 3 3 Teachers living with HIV 67,2 3 4 Older teachers 70. 2 4 Leave terms 71,2 4 1 Annual vacation 71,2 4 2 Personal leave 72.
2 4 2 1 Maternity paternal and other care giving leave 72. 2 4 2 2 Other leave 74,2 5 Study and professional development 75. 2 5 1 Leave terms for professional development 78, 2 5 2 Special leave provisions in rural and remote areas 79. References 81, Module 3 Professional roles and responsibilities 85. 3 Introduction 85,3 1 Roles and responsibilities 85. Individual teacher and learner 85,Classroom and school 86.
Parents and communities 86,3 2 Professional freedom 87. 3 3 Teacher evaluation assessment and feedback 89, 3 3 1 Purpose and principles of teacher evaluation 89. 3 3 2 Forms of teacher assessment 94,3 3 3 Process of teacher evaluation 95. 3 3 4 Licensing and recertification 96,3 4 Codes of ethics and conduct 97. 3 4 1 Elements of a code of conduct 99,3 4 2 Process of developing a code of conduct 101.
3 5 Civic rights in the framework of civil or public service regulations 103. 3 6 Disciplinary procedures 104,Annex 1 109,References 111. Module 4 Work environment Teaching and learning conditions 115. Introduction 115,4 1 General principles 115,4 2 Hours of work and workload 116. 4 2 1 Work life balance in education 116,4 2 2 Fixing hours of work in education 117. 4 2 3 Teaching hours and overall workload 120,DEPTS 2012 Handbook 2012 02 0241 1 NR docx v4 vii. 4 2 4 Instruction time 121,4 2 5 Multi shift schooling 121.
4 2 6 Reduced work time and part time teaching 122. 4 2 7 Job sharing provisions and conditions 124, 4 2 8 Teacher presence and provision for leave from professional duties 126. 4 2 9 Process for decision making on workload A checklist for management. and teachers organizations 127, 4 3 Class size and pupil student teacher ratios 128. 4 3 1 Why class size is important 128, 4 3 2 Setting standards or benchmarks A delicate balancing act 130. 4 3 3 International trends 131, 4 3 4 Process for decision making on class size A checklist 131. 4 4 Health and safety 132, 4 4 1 Responsibilities of employers and teachers 133.
4 4 2 School infrastructures 134, 4 4 3 Student indiscipline and stress in schools 135. 4 4 4 Violence in education settings 136,4 5 HIV and AIDS 137. 4 6 Information and communication ICT in schools 138. References 141,Module 5 Salaries Incentives 147, 5 Introduction Overview and general principles 147. 5 1 Salary policy Objectives levels and financing 148. 5 1 1 Multiple compensation objectives 148, 5 1 2 Absolute and relative values in compensation policies 149. 5 1 3 Financing teacher salaries 150,5 1 4 Teacher salary components 152.
5 2 Salary criteria and scales 153,5 2 1 International standards 153. 5 2 2 Salary scales Job content evaluation and performance indicators 153. 5 2 3 Salary scales established as a function of the full range of. teacher responsibilities 156, 5 2 4 Provisions for responsibility allowances and other financial incentives 157. 5 2 5 Salary scales established in line with demographic profiles and. recruitment retention needs at different stages of teachers careers 159. 5 2 6 Range between minimum and maximum scales and between levels of. education to reflect equity and efficiency 160,5 2 7 Negotiated salary levels 161. 5 3 Salary adjustments 162, 5 3 1 Review factors and mechanisms taking account of education system needs. and individual motivation 162,5 3 2 Necessary salary adjustments 163.
5 3 3 Provision and criteria for annual adjustments 164. viii DEPTS 2012 Handbook 2012 02 0241 1 NR docx v4. 5 3 4 Periodic adjustments based on negotiations with teachers organizations 164. 5 4 Merit or performance assessment and pay 165, 5 4 1 Performance pay definition criteria and schemes Pros and cons 165. 5 4 2 Criteria for performance related pay schemes 168. 5 4 3 Whole school assessments and award systems 169. 5 4 4 Non salary performance awards Professional development leaves etc 170. 5 4 5 Impact of merit performance pay schemes on recruitment professional. responsibilities staff job satisfaction and learning outcomes 170. 5 5 Teachers in rural remote and disadvantaged urban areas 171. 5 5 1 Material incentives bonuses for rural and disadvantaged areas 172. 5 5 2 Non material incentives for rural and disadvantaged areas 173. 5 6 Salary management 174,References 175,Module 6 Social security 181. 6 Introduction 181,6 1 International social security instruments 182. 6 1 1 ILO Convention No 102 182,6 1 2 The ILO UNESCO Recommendation 184. 6 2 Branches of social security 185,6 2 1 Medical care and sickness benefit 185.
6 2 2 Employment injury and invalidity benefits 187. 6 2 3 Retirement and survivors benefits 188, 6 3 Current issues in scheme design and operation 190. 6 3 1 Teacher inclusion in general schemes versus special ones 190. 6 3 2 Supplemental pension coverage 191,Recruitment and mobility 192. Security 193,Efficiency 194,6 3 3 Governance of social security schemes 195. References 199,Module 7 Social dialogue in education 201. 7 Introduction 201,7 1 What is social dialogue 201.
7 1 1 ILO definition description 202,7 2 Social dialogue in ILO standards 204. 7 3 Necessary conditions for social dialogue 205,7 4 Special features of the education sector 206. 7 5 The ILO UNESCO Recommendation and social dialogue 209. 7 6 Social dialogue at international level 212,7 7 Social dialogue in national systems 214. DEPTS 2012 Handbook 2012 02 0241 1 NR docx v4 ix,7 8 Social dialogue at local and school level 216. 7 9 Conclusion and future trends in social dialogue 217. References 219, Module 8 Initial and further teacher education and training 223.
8 Introduction Basic principles 223, 8 1 Developing coherent policies for teacher education 224. 8 1 1 The teacher gap 224, 8 1 2 Elements of a coherent policy framework for teacher education 225. 8 1 2 1 Developing effective cross sectoral coordination 226. 8 1 2 2 Financing issues in planning 226,8 1 2 3 Balancing supply and demand 227. 8 1 2 4 Devising policy coherence across initial training and CPD 230. 8 2 Professional standards for entry into teaching and retention of credentials 231. 8 2 1 Minimum teacher qualification standards for entry 231. 8 2 2 Alternative entry routes 233,8 2 3 Roles of professional bodies 235. 8 2 4 Appraisal of individuals during initial training 236. 8 3 Teacher preparation institutions and programmes 237. 8 3 1 Institutional programmatic objectives and curricula 238. 8 3 2 Key curricula elements of initial teacher education programmes 240. 8 3 2 1 Promoting active student learning 240,8 3 2 2 Classroom and school management 240.
8 3 2 3 Disciplinary studies 240, 8 3 2 4 Innovation and creativity Being a reflective practitioner 241. 8 3 2 5 Working collaboratively 241,8 3 2 6 The practicum 241. 8 3 3 Teacher educator staffing and development 242. 8 3 4 Teacher educator appraisal 243, 8 3 5 Management Duration and location of teacher education programmes 243. 8 4 Induction and NQTs 245, 8 5 Further education and continuing professional development CPD 247. 8 5 1 CPD supporting un or under qualified teachers 249. 8 5 2 Nature and frequency of CPD 250,8 5 3 Conditions for participation in CPD 252.
8 5 4 Incentives for participation in CPD 252, 8 6 Initial and further education for other levels of education 253. 8 6 1 Technical and vocational education teachers 253. 8 6 2 Adult educators 255,8 6 3 School management training 255. 8 6 4 Tertiary teachers 257,x DEPTS 2012 Handbook 2012 02 0241 1 NR docx v4. References 259,Appendices, I ILO UNESCO Recommendation concerning the Status of Teachers 1966 289. II UNESCO Recommendation concerning the Status of Higher Education. Teaching Personnel 1997 303,DEPTS 2012 Handbook 2012 02 0241 1 NR docx v4 xi.
Acknowledgements, The handbook was prepared under the overall direction of the ILO s education sector. specialist Bill Ratteree Many international and national experts contributed to the. Handbook s contents and editing in addition to the ILO s constituents notably those who. researched and wrote the draft modules, Module 1 Simone Doctors International consultant on education human. resources and international development United Kingdom. Modules 2 and 3 Yusuf Sayed Education policy specialist international education. and development research Centre for International Education. University of Sussex United Kingdom assisted by Elise Legault. Module 4 Richard Vinish former General Secretary Saskatchewan Teachers. Federation Canada, Module 5 Simone Doctors based on initial work by Allan Odden Co director. of the Consortium for Policy Research in Education Wisconsin. Center for Education Research USA, Module 6 Elaine Fultz former ILO senior specialist on social security and. international consultant New York USA, Module 7 Mark Thompson Professor Emeritus labour and industrial relations.
Sauder School of Business University of British Colombia Canada. Module 8 Yusuf Sayed assisted by Ruth Tate Campbell. Research briefs Laura Figazzolo International education and development. specialist Turin Italy, Simone Doctors did extensive English editing in addition to preparing a glossary of. terms and an index Nona Iluikhina checked final revisions and did further editing in. English and French The principal translators were Thierry Troude for the French and Pilar. Gamboa for the Spanish language versions of the publication ILO text processing units. ensured formatting and layout The ILO would like to thank all those who contributed to. the preparation of this Handbook, DEPTS 2012 Handbook 2012 02 0241 1 NR docx v4 xiii. Abbreviations and acronyms,ARV antiretroviral treatment or therapy. CEART Joint ILO UNESCO Committee of Experts on the Application of the. Recommendations concerning Teaching Personnel, CPD continual or continuing professional development. CSR corporate social responsibility,CTRP Commonwealth Teacher Recruitment Protocol.
DIALOGUE Industrial and Employment Relations Department of the ILO. EFA Education for All campaign framework goals,EI Education International. EMIS Education Management Information Systems, IIEP UNESCO International Institute for Educational Planning. GMR Global Monitoring Report,HRD human resource development. HRM human resource management,ICT information and communications technology. ILO International Labour Organization,INSET in service education and training.
IQMS Integrated Quality Management System,ITT initial teacher training. MAA mutual aid associations,MDG Millennium Development Goals. MoE Ministry of Education,NGO non governmental organization. NORMES International Labour Standards Department of the ILO. NQT newly qualified teacher, OECD Organisation for Economic Co operation and Development. Ofsted United Kingdom Office for Standards in Education.

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