Standardised teacher training binary (CRC 1342)
| Quick info | |
|---|---|
| Data type | Numeric |
| Scale | Binary |
| Value labels | NA (no information available) |
| Technical name | edu_intr_teach_train_bin |
| Category | Education and training |
| Label | Standardised teacher training binary |
| Related indicators | edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin |
This variable refers to there exists centralized teacher training. It is coded as 1 = Yes and 0 = No.
Coding rules
This indicator describes the introduction/existence of a state-wide teacher training system. This could be specific schools, a centrally organized class and in-school training or university programs. The intention for this indicator is to specify, if the state set a standard for teacher training that is effective for the entire state.
Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.
Subcategory II: Basic legal regulations
This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.
For further information see the Technical Paper:
Bibliographic info
Citation:
Related publications: NA (no information available)
Misc
Project manager(s): Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
Data release: 23.11.2020
Revisions: NA (no information available)
Sources
Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.
Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.
Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.
Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.
Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.
Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.
Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.
Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.
Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.
Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.
Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.
Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.
Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.
Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.
