DOHA NOV 3-5 2015

TEACHER POLICIES:
GLOBAL BEST PRACTICES
FOR DEVELOPING
THE TEACHING PROFESSION
QUALITY IN EARLY
CHILDHOOD EDUCATION:
AN INTERNATIONAL REVIEW
AND GUIDE FOR POLICY MAKERS
Lead author:
Prof. Oon Seng Tan, Director and Professor of Psychological Studies, National Institute of
Education, Singapore
Research organization:
National Institute of Education, Singapore
Contributing organization:
The Finnish Lifelong Learning Foundation and Teach for Qatar
Rapid global change intensifies the challenge nations face in developing high quality
teaching professions. The profiles and demands of learners as well as the learning
environments are constantly evolving. In this context, successful education reforms are
intrinsically linked to improvement in teacher quality.
Lead authors:
- Dr. David Whitebread, Senior Lecturer in Psychology & Education and Director
of the Centre for Research on Play in Education, Development and Learning
(PEDaL), University of Cambridge, UK
- Dr. Martina Kuvalja, Research Associate, Faculty of Education, University of
Cambridge, Croatia
- Dr. Aileen O’Connor, PhD Researcher, Faculty of Education, University of
Cambridge, UK
Research organization:
University of Cambridge
Contributing organization:
Qatar Academy
WISE RESEARCH
The report identifies ten key aspects of teacher policies the world over, and explores
effective, successful examples that characterize these features. The case studies
consider the unique social, economic and cultural contexts and constraints of each
society. Through the examination of the top performing systems on PISA and TALIS, the
report provides a succinct handbook for policy makers and education leaders, and a
blueprint for prioritizing and initiating teacher policy reform for diverse nations.
High quality early childhood education has an important impact on later
development and learning of children. It comprises the emotional, social and
cognitive development, as well as the key transversal skills including language,
self-regulation and playfulness. Why is education in the early years so crucial?
And what policies and practices make quality early childhood education
universally available?
This report explores the key international developments in early childhood
education, including the main principles for provision, pedagogy and curriculum.
It also reviews different international approaches to quality in early childhood
education, including from a developmental perspective, through recognized
international reports and concrete case studies in the field. The conclusion
addresses the implications for policy and practice on both global and local scales.
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