Corrigendum - Expression of Interest For Teaching Practices Study In Simbu Province

Expression Of Interest Are Invited For Teaching Practices Study In Simbu Province, Papua New Guinea. Description: Education Is Central To Achieving The World Bank GroupS (Wbg) Twin Goals Of Eliminating Extreme Poverty And Boosting Shared Prosperity. The Main Challenge In The Education Sector Is To Achieve Learning For All, Learning For LifeThat Is, To Ensure That All Children And Young People Acquire The Knowledge And Skills They Need For Their Lives And Livelihoods. The Wbg And The Broader Education Development Community Are Increasingly Shifting Focus To Factors That Contribute To Improved Learning Outcomes. Background Good-Quality Teaching Is Central For ChildrenS Lives. Research In Low- And Middle-Income Countries Shows The Important Impact Of Teachers: The Difference Between The Impact Of A Weak Versus A Great Teacher On Student Test Scores Has Been Estimated At 0.36 Standard Deviations (Sds) In Uganda (Buhl-Wiggers Et Al., 2017) And 0.54 Sds In Pakistan (Bau & Das, 2017). This Is Equivalent To More Than Two Years Of Schooling As A Consequence Of Having A Higher Quality Teacher (Evans & Yuan, 2017). Teachers Impact ChildrenS Lives Well Beyond Test Scores. Recent Work By Chetty, Friedman, & Rockoff (2014) Showed That Teachers Value Added In A Single Year Predicts Key Later-Life Outcomes Such As Teen Pregnancy, College Attendance, And Labor Market Earnings Long After Students Have Left A TeacherS Classroom. Png Has A Higher Learning Poverty Rate Than Most Of Its Aspirational And Structural Peers. Together With Unesco, In 2019, The World Bank Introduced The Notion Of Learning Poverty To Give Countries A Simple Education Indicator To Track. Learning Poverty Is A Combination Of Two Indicators: School Deprivation And Learning Deprivation. School Deprivation Measures How Many Primary-Age Children Are Out Of School, While Learning Deprivation Measures How Many Of The Primary Students, Who Are In School, Are Learning To Read Well Enough To Understand An Age-Appropriate Text. Learning Poverty Is Likely Above 70 Percent In Png, Implying That 7 Out Of 10 Children Of Age 10 Are Unable To Read And Understand An Age-Appropriate Text. This Implies That Png Has A Higher Learning Poverty Rate Than Most Of Its Aspirational And Structural Peers, And Higher Than Average For Lower-Middle Income Average. Teachers Should Be At The Center Of Policies Focused On Improving Education Systems. Teachers Are The Single Most Important Factor Of An Education System In Affecting How Much Students Learn. More Than Just Conduits Of Information, They Equip Children With The Tools To Analyze, Problem Solve, And Effectively Use Information. Without Effective Teachers Promoting Positive Interactions With Their Students And Carrying Out Meaningful Educational Activities In The Classroom, It Will Be Challenging To Improve Students Learning. However, Policymakers And Other Stakeholders Interested In Supporting Teachers Have Limited Information To Make The Right Decisions And Allocate Resources Where They Are Needed The Most. How Can Learning Conditions Improve For Students In Png? Most Efforts Have Focused On Policies That Do Not Necessarily Affect The Instructional And Social Environments Children Experience On A Daily Basis. This Is In Part Because Of Insufficient Knowledge Of What Practices And Behaviors In The Classroom Make A Difference For Student Learning. This Study Is Intended To Examine The Teaching-Learning Process In The Papua New Guinea Context And To Determine Not Only What Takes Place, But Also Why It Takes Place, How It Is Connected To The Curriculum And Key Policies, And How It Relates To Student Learning Outcomes. The Objectives Of The Study Are As Follows: 1. To Characterize Classroom Teaching-Learning Behavior In The Context Of The Stated Intention Of The Curriculum And With Reference To Classroom And School Characteristics; 2. To Understand Why Teachers Use Specific Practices, Particularly In Relation To Key Influencing Factors Such A TeacherS Individual Subject And Pedagogical Knowledge, Teacher Beliefs On Teaching And Learning, And Outside Influencing Cultural, Policy And System Aspects That Shape Their Teaching. 3. To Understand The Relationship Between Classroom Teaching-Learning Behavior And Student Learning Outcomes And To Determine Which Teaching Methods Tend To Be More Effective; 4. To Generate Clear Evidence That Can Be Used To Inform And Direct Policy On Teacher Upgrading, Tpd, Teacher Professional Standards, Sbc, Teacher Observation And Evaluation Activities Such As Student-Based Teacher Assessment (Sbta) And Supervisory Management Reform (Smr), Student Assessment And Pre-Service Training. 5. To Shift The Dialogue On Teacher Quality To Include Aspects Of Teacher Effectiveness, Including Teaching Practices And Content Knowledge. 6. To Develop Information And Tools (Classroom Observations, Video Clips, Teacher Knowledge Assessments, Etc.) That Could Be Used In Pre-Service Training, In-Service Professional Development 7. To Develop The Capacities Of Relevant Government Personnel. The World Bank Has Been Working With The Provincial Education Advisor (Pea) Of Simbu Province And Will Work In Collaboration With The Provincial Department Of Education (Pdoe) To Conduct The Teaching Practices Study. Category · 90 - Contract Consultants Project Country · Pg - Papua New Guinea Capabilities · Education: Primary Education Material Group · 90.40 - Firms For Operational Projects This Procurement Is For Legal Services (Please Upload The Clearance From Your Legal Representative Before Proceeding With The Engagement Of Legal Services.) Publication Date: 12/13/2023 12:00 Am Est Eoi Deadline: 1/1/2024 11:59 Pm Est Tender Link : Https://Wbgeprocure-Rfxnow.Worldbank.Org/Rfxnow/Public/Advertisement/Index.Html