Indicator
Professional management and development
Implemented
Not Implemented
Not Applicable
Level 0
Level 5
| Level | ALB | BIH | KOS | MNE | MKD | SRB |
|---|---|---|---|---|---|---|
| Development of the teacher workforce is considered a key education priority in either a broad strategy or within a specific strategy/policy on teachers. | ||||||
| Professional standards express the competencies expected of teachers. | ||||||
| Mechanisms existto identify teachers’ development needs (e.g. teacher appraisal). | ||||||
| Policy provides access and time for teacher professional development. | ||||||
| Accreditation system plays an important role in steering provision, maintaining oversight and ensuring quality of teacher professional development. | ||||||
| There are clear budget allocations and incentives for teacher professional development programmes and activities; overall funding is sufficient and not exclusively donor-funded. | ||||||
| A range of data is collected to monitor the professional development needs of teachers and the effectiveness of programmes and activities to address these needs. *Not all relevant data is collected | ||||||
| There is a clear career structure that aligns with professional teacher standards. | ||||||
| A lifelong learning framework exists for teachers - connecting initial teacher education, induction and professional development through teacher standards . | ||||||
| A range of professional development activities are available and their effectiveness is monitored. *Partially | ||||||
| Teachers renew their teaching certificates periodically through an open, fair and transparent system of teacher evaluation. |
Note that for Bosnia and Herzegovina, “State” stands for the state level, while “FBiH” stands for the Federation of Bosnia and Herzegovina and “RS” stands for Republika Srpska - the two entities of Bosnia and Herzegovina. Note that the presented scoring criteria system is not a full representation of the scoring methodology used to determine the score for an indicator. For more information, see the Methodology section.