Do you think an entrance exam leads to better educational opportunities, or not? Do entrance exams mitigate social differences between learners? Does an entrance exam improve the image of the teaching profession? Or does it have an opposite effect? Can it be a solution for the shortage of teachers? And does it lead to a higher or lower drop-out rate of student teachers and newly qualified teachers?
Find answers to these questions based on the information and practical examples in the presentation below.
We discuss the entrance exam and the success criteria for student teachers in Cambodia, as well as its positive and negative effects. Did you know that candidates from ethnic minorities or from remote areas receive extra points when their results are assessed for the admission test? And that only 10% of all 46,000 candidates were admitted, but that almost all of those students went on to successfully complete their teacher training?
Practices from Rwanda, Zambia, South Africa and Suriname are (briefly) cited to get a broad picture. Arguments both for and against can be formulated for the entrance exam.
