But the quantity of pupils and teachers depend, to a large degree, on the quality of education. Indeed poor education quality partly explains why in some less-developed countries nine out of ten children may enter school, but only three children complete their primary education. In response, the report examines teacher quality through cross-national data on teacher qualifications, knowledge of subject matter and continuous professional development.
By highlighting trends in teacher quantity and quality, this report explores the policy implications of bridging gaps between the two. It also compares the strengths, shortcomings and imbalances of recruitment and deployment policies around the world. Data on less-developed countries, in particular, are presented from a wide range of sources, including administrative data, student assessment studies and a special data collection on primary and secondary teachers in 25 countries. The report aims to inform policymaking and uses international benchmarks to monitor change.