Guinea-Bissau School Autonomy and Accountability : SABER Country Report 2017

In 2011, the World Bank Group commenced a multiyear program designed to support countries in systematically examining and strengthening the performance of their education systems. Part of the World Bank's Education Sector Strategy, the evidenc...

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Main Authors:	Merchant, C. Melissa, Demas, Angela, Gardner, Emily Elaine, Khan, Myra Murad
Format:	Report
Language:	English
Published:	World Bank, Washington, DC 2018
Subjects:	SCHOOL BUDGET SCHOOL MANAGEMENT SECONDARY EDUCATION PERSONNEL MANAGEMENT SCHOOL COUNCIL SCHOOL GOVERNANCE TEACHER EFFECTIVENESS STUDENT ACHIEVEMENT STUDENT PERFORMANCE SCHOOL ASSESSMENT SCHOOL PERFORMANCE ACCOUNTABILITY
Online Access:	http://documents.worldbank.org/curated/en/146971520631987443/SABER-School-Autonomy-and-Accountability-Guinea-Bissau-Country-Report-2017 http://hdl.handle.net/10986/29525

id	okr-10986-29525
recordtype	oai_dc
spelling	okr-10986-295252021-09-10T10:47:52Z Guinea-Bissau School Autonomy and Accountability : SABER Country Report 2017 Merchant, C. Melissa Demas, Angela Gardner, Emily Elaine Khan, Myra Murad SCHOOL BUDGET SCHOOL MANAGEMENT SECONDARY EDUCATION PERSONNEL MANAGEMENT SCHOOL COUNCIL SCHOOL GOVERNANCE TEACHER EFFECTIVENESS STUDENT ACHIEVEMENT STUDENT PERFORMANCE SCHOOL ASSESSMENT SCHOOL PERFORMANCE ACCOUNTABILITY In 2011, the World Bank Group commenced a multiyear program designed to support countries in systematically examining and strengthening the performance of their education systems. Part of the World Bank's Education Sector Strategy, the evidence‐based initiative called SABER (Systems Approach for Better Education Results) is building a toolkit of diagnostics for examining education systems and their component policy domains against global standards, best practices, and in comparison with the policies and practices of countries around the world. By leveraging this global knowledge, the SABER tools fill a gap in the availability of data and evidence on what matters most for improving the quality of education and achieving better results. This report discusses the results of applying the SABER School Autonomy and Accountability (SAA) tool in Guinea‐Bissau. 2018-03-28T15:44:37Z 2018-03-28T15:44:37Z 2018-01-15 Report http://documents.worldbank.org/curated/en/146971520631987443/SABER-School-Autonomy-and-Accountability-Guinea-Bissau-Country-Report-2017 http://hdl.handle.net/10986/29525 English Systems Approach for Better Education Results; CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Working Paper Africa Guinea-Bissau
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	SCHOOL BUDGET SCHOOL MANAGEMENT SECONDARY EDUCATION PERSONNEL MANAGEMENT SCHOOL COUNCIL SCHOOL GOVERNANCE TEACHER EFFECTIVENESS STUDENT ACHIEVEMENT STUDENT PERFORMANCE SCHOOL ASSESSMENT SCHOOL PERFORMANCE ACCOUNTABILITY
spellingShingle	SCHOOL BUDGET SCHOOL MANAGEMENT SECONDARY EDUCATION PERSONNEL MANAGEMENT SCHOOL COUNCIL SCHOOL GOVERNANCE TEACHER EFFECTIVENESS STUDENT ACHIEVEMENT STUDENT PERFORMANCE SCHOOL ASSESSMENT SCHOOL PERFORMANCE ACCOUNTABILITY Merchant, C. Melissa Demas, Angela Gardner, Emily Elaine Khan, Myra Murad Guinea-Bissau School Autonomy and Accountability : SABER Country Report 2017
geographic_facet	Africa Guinea-Bissau
relation	Systems Approach for Better Education Results;
description	In 2011, the World Bank Group commenced a multiyear program designed to support countries in systematically examining and strengthening the performance of their education systems. Part of the World Bank's Education Sector Strategy, the evidence‐based initiative called SABER (Systems Approach for Better Education Results) is building a toolkit of diagnostics for examining education systems and their component policy domains against global standards, best practices, and in comparison with the policies and practices of countries around the world. By leveraging this global knowledge, the SABER tools fill a gap in the availability of data and evidence on what matters most for improving the quality of education and achieving better results. This report discusses the results of applying the SABER School Autonomy and Accountability (SAA) tool in Guinea‐Bissau.
format	Report
author	Merchant, C. Melissa Demas, Angela Gardner, Emily Elaine Khan, Myra Murad
author_facet	Merchant, C. Melissa Demas, Angela Gardner, Emily Elaine Khan, Myra Murad
author_sort	Merchant, C. Melissa
title	Guinea-Bissau School Autonomy and Accountability : SABER Country Report 2017
title_short	Guinea-Bissau School Autonomy and Accountability : SABER Country Report 2017
title_full	Guinea-Bissau School Autonomy and Accountability : SABER Country Report 2017
title_fullStr	Guinea-Bissau School Autonomy and Accountability : SABER Country Report 2017
title_full_unstemmed	Guinea-Bissau School Autonomy and Accountability : SABER Country Report 2017
title_sort	guinea-bissau school autonomy and accountability : saber country report 2017
publisher	World Bank, Washington, DC
publishDate	2018
url	http://documents.worldbank.org/curated/en/146971520631987443/SABER-School-Autonomy-and-Accountability-Guinea-Bissau-Country-Report-2017 http://hdl.handle.net/10986/29525
_version_	1764469517697679360

Guinea-Bissau School Autonomy and Accountability : SABER Country Report 2017

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