Last year, GPE commissioned a study to assess teaching quality in partner countries.
Teaching quality is one of the eight priority areas in the GPE 2025 strategy, with the goal that partner countries have qualified, motivated and well-supported teachers who can unleash children’s learning potential.
Assessing the quality of teaching helps diagnose and inform the partnership on priorities for teaching practice, institutional support and policy design for more effective teaching.
Two consulting firms, Triple Line and Learn More, conducted the study, which collected and analyzed data on 76 partner countries using classroom observations from 2017 to 2021 at the pre-primary, primary, and secondary levels of education.
The data used was derived from publicly available sources and served to establish the baseline for the GPE Results Framework indicator on teaching quality (“Proportion of countries where teaching quality is assessed”).
Data has been organized in a database that allows for disaggregated analysis. A second round of data collection will take place by 2025 to continue to measure key domains of the teaching-learning interaction that help students learn. Results will also be reported in GPE Results Framework.
The database categorizes countries by level of development for assessing teaching quality (i.e. advanced, established, emerging, and not reported) using classroom observations (see the indicator methodology for more details). The table below shows the criteria or rubric used to assess teaching quality in partner countries.