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Inside Indonesia's Mathematics Classrooms : A TIMSS Video Study of Teaching Practices and Student AchievementThe following report is the first of a
 two-stage video study to examine teaching practices and
 activities in Indonesian classrooms. The first stage is
 linked to results of the 2007 Trends in International
 Mathematics and Science Study (TIMSS) where 100 of the 150
 classes that participated in the TIMSS examination also
 participated in this additional video study component. The
 second stage will also involve 100 classes that will
 participate in the 2011 exam. The second phase will follow
 the same methodology, allowing for comparison across years,
 but will also involve more in-depth analysis of the links
 between teaching practices and student outcomes and how
 teaching practices are influenced by teachers' belief
 systems and subject content knowledge. Indonesia has been a
 committed participant in the TIMSS, Program for
 International Student Assessment (PISA) and the Progress in
 International Reading Literacy Study (PIRLS) international
 standardized student examinations for many years and is one
 of the few non-OECD (Organization for Economic Cooperation
 and Development) countries to participate so fully.
 Indonesian student performance in these examinations has
 been relatively low, even when taking socio-economic levels
 into account. For example, for mathematics Indonesia ranked
 36th out of 48 participating countries in TIMSS 2007, and
 its score of 397 was more than one standard deviation below
 the international average (Mullis et al, 2008). The results
 have been useful in providing an indication of
 Indonesia's relative standing in student achievement
 and its progress over time, but the real challenge is to
 take the next step and translate the results into an
 understanding of the factors leading to the test scores and
 what might be done to enhance student achievement in Indonesia.
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Teachers for Rural Schools : Experiences in Lesotho, Malawi, Mozambique, Tanzania, and UgandaAchieving universal primary education and "Education for All" (EFA) is one of the development priorities within the context of the millennium development goals. In many Sub-Saharan African countries, one of the key challenges is to provide good-quality basic education to the 10-20 percent of primary school-age children who are still out of school. Among these out-of-school children, the most difficult to reach are living in rural and remote areas. In recent years, large investments have greatly improved school infrastructure and access, but finding effective ways of supplying teachers to schools in rural and remote areas remains a key policy concern. To examine the issues related to providing teachers for rural schools, five countries-Lesotho, Malawi, Mozambique, Tanzania, and Uganda-prepared national case studies and, along with representatives from Zambia, came together for a workshop on "policy, planning, and management of rural primary school teachers" in Lesotho in May 2005. Building on the national reports, this workshop considered the challenges of teacher provision in rural areas and examined the viable policy options.
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Uganda : TeachersThere is increasing interest across the
 globe in attracting, retaining, developing, and motivating
 great teachers. Student achievement has been found to
 correlate with economic and social progress (Hanushek and
 Woessmann 2007, 2009; Pritchett and Viarengo 2009; Campante
 and Glaeser 2009), and teachers are key: recent studies have
 shown that teacher quality is the main school-based
 predictor of student achievement and that several
 consecutive years of outstanding teaching can offset the
 learning deficits of disadvantaged students (Hanushek &
 Rivkin 2010; Rivkin, et al. 2005; Nye et al. 2004; Rockoff
 2004; Park and Hannum 2001; Sanders and Rivers 1996).
 However, achieving the right teacher policies to ensure that
 every classroom has a motivated, supported, and competent
 teacher remains a challenge, because evidence on the impacts
 of many teacher policies remains insufficient and scattered,
 the impact of many reforms depends on specific design
 features, and teacher policies can have very different
 impacts depending on the context and other education
 policies in place.