This report presents the findings of the review of the evidence base on comparative practices of teacher selection and recruitment, specifically on the different mechanisms countries use to assess teacher readiness to take up teaching posts, with particular emphasis on testing or examinations. It is intended that the report will be helpful to countries or states that are looking to review their existing methods of recruiting and selecting teachers, and to those who are advising them. The main focus of this report is on mechanisms and processes designed to assess the readiness or competence (to take up a teaching post or to remain in the profession) of newly qualified teachers (NQTs), by which we mean those who have recently completed (or are about to complete) a programme of initial teacher preparation (ITP). Nevertheless, we also address--and some of the discussion applies to--a number of related issues, such as: (i) means of ensuring that the quality of the pool of would-be teachers from which countries are selecting (or whose competence they are assessing) is as high as possible; and (ii) means of assessing the competence of those who have been teaching for a longer period but who were not originally "trained" to the current standards and/or who do not hold permanent posts. Appended are: (1) Examples of how ITP programmes are evaluated in some parts of the world; and (2) Accreditation Mechanisms for Licensing New Entrants to the Teaching Profession. (Contains 1 box, 1 table and 17 footnotes.)