Citation

TABLE 2. Teacher evaluation in Afghanistan: Challenges and the way forward

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Abstract:

As a result of “back to school” campaign in 2001 in Afghanistan, the schools were flooded with millions of exited Afghan children (boys and girls). In order to alleviate the shortage of teachers, the government eased recruiting new teachers. The most important challenge now after 10 years is the low quality of teachers in post. The ministry of education is currently administering teachers’ competency test. The purpose is twofold: to implement pay and grading scheme and find the training needs of the teachers for developing and implementing in-service education programs, hence, contributing to the achievement of the Millennium Development Goals by 2020.

Theoretical/Conceptual Framework
To study the issue mentioned above, I have used the concepts of teacher evaluation functions; that is, the improvement and accountability functions. When these two functions are considered in a single teacher evaluation, they will create serious challenges. On the one hand, the improvement function encourages teachers to be open in terms of sharing their strengths and weaknesses; on the other hand, they will be unwilling to reveal their weaknesses in order to avoid any negative consequences regarding their job or salary.

Methodology
Qualitative research with in-depth interviews with authorities in the ministry of education, teacher training institutes in Kabul and some other provinces will be considered. Also studying the documents and reports on teacher training will be studied. I, as an Afghan, who has been involved for more than seven years in developing and managing teacher education policies, will also use my personal experience and reflection to enrich the research.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p505835_index.html
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MLA Citation:

Vahidi, Mohd Hossain. "TABLE 2. Teacher evaluation in Afghanistan: Challenges and the way forward" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p505835_index.html>

APA Citation:

Vahidi, M. , 2011-04-30 "TABLE 2. Teacher evaluation in Afghanistan: Challenges and the way forward" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p505835_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: As a result of “back to school” campaign in 2001 in Afghanistan, the schools were flooded with millions of exited Afghan children (boys and girls). In order to alleviate the shortage of teachers, the government eased recruiting new teachers. The most important challenge now after 10 years is the low quality of teachers in post. The ministry of education is currently administering teachers’ competency test. The purpose is twofold: to implement pay and grading scheme and find the training needs of the teachers for developing and implementing in-service education programs, hence, contributing to the achievement of the Millennium Development Goals by 2020.

Theoretical/Conceptual Framework
To study the issue mentioned above, I have used the concepts of teacher evaluation functions; that is, the improvement and accountability functions. When these two functions are considered in a single teacher evaluation, they will create serious challenges. On the one hand, the improvement function encourages teachers to be open in terms of sharing their strengths and weaknesses; on the other hand, they will be unwilling to reveal their weaknesses in order to avoid any negative consequences regarding their job or salary.

Methodology
Qualitative research with in-depth interviews with authorities in the ministry of education, teacher training institutes in Kabul and some other provinces will be considered. Also studying the documents and reports on teacher training will be studied. I, as an Afghan, who has been involved for more than seven years in developing and managing teacher education policies, will also use my personal experience and reflection to enrich the research.


Similar Titles:
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How Teacher Evaluation Is Changing Educational Leadership: Lessons From New Jersey’s Pilot Teacher Evaluation Program

Teachers Speak Out: A Research Report on Teacher Perceptions of Ohio's New Teacher Evaluation System


 
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