Namibia Teachers : SABER Country Report 2015
This paper provides a framework for analyzing teacher policies in education systems around the world in order to support informed education policy decisions. It provides a lens through which governments, World Bank staff, and other interested parti...
Main Authors: | , |
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Format: | Technical Paper |
Language: | English |
Published: |
World Bank, Washington, DC
2018
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Subjects: | |
Online Access: | http://documents.worldbank.org/curated/en/935531537857284089/SABER-Teachers-Namibia-Country-Report-2015 http://hdl.handle.net/10986/30515 |
Summary: | This paper provides a framework for
analyzing teacher policies in education systems around the
world in order to support informed education policy
decisions. It provides a lens through which governments,
World Bank staff, and other interested parties can focus the
attention on what the relevant dimensions regarding teacher
policies are, what teacher policies seem to matter most to
improve student learning, and how to think about
prioritization among competing policy options for teacher
policy reform. The focus of the paper is the description of
the conceptual framework to analyze and assess teacher
policies, as well as a review of the evidence base that
supports it. As such, the paper does not go into details
regarding the processes and products of the SABER-Teachers
program. Readers interested in knowing more about the
methodology followed by the SABER-Teachers program to
collect and analyze data on teacher policies around the
world should consult the companion Background Papers, as
well as the website of the initiative (see annex one). The
document is organized as follows. Section one provides an
overview of the general approach, main components and
objectives of the framework, as well as an explanation of
the evidence base that supported its development. Section
two focuses on the first component of the framework and
describes the categories that are relevant to produce a
comprehensive descriptive account of the teacher policies
that are in place in a given education system. Section
three, in turn, focuses on policy guidance. It reviews those
policies that, based on the available evidence to date, are
known to matter most to improve student outcomes. It
describes in detail the evidence supporting each of these
policies, as well as the ways in which high performing
education systems combine them to ensure outstanding student
outcomes. The document concludes presenting an account of
how the framework is expected to evolve as new evidence on
teacher policies becomes available. |
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