caa a22 4500 606210431 CHVBK 20210128101033.0 cr unu---uuuuu 210128e20150901xx s 000 0 eng 10.1007/s11125-015-9356-z doi (NATIONALLICENCE)springer-10.1007/s11125-015-9356-z Hunt Frances UCL Institute of Education, LIDC, 36 Gordon Square, WC1H 0PD, London, UK aut Review of national education policies: Teacher quality and learning outcomes [Elektronische Daten] [Frances Hunt] This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of specific questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The article uses data collated from the national education plans of forty developing countries. It includes a summary of key lessons and observations related to the inclusion of teaching and learning in education policy and a range of strategies that can support teaching and learning, both directly and indirectly. UNESCO IBE, 2015 Education policy nationallicence Teacher quality nationallicence Learning outcomes nationallicence Disadvantaged students nationallicence PROSPECTS Springer Netherlands 45/3(2015-09-01), 379-390 0033-1538 45:3<379 2015 45 11125 https://doi.org/10.1007/s11125-015-9356-z text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11125-015-9356-z text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Hunt Frances UCL Institute of Education, LIDC, 36 Gordon Square, WC1H 0PD, London, UK aut NATIONALLICENCE 773 0- PROSPECTS Springer Netherlands 45/3(2015-09-01), 379-390 0033-1538 45:3<379 2015 45 11125