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...

Full description

Bibliographic Details
Main Authors:	Mouton, Randolph, Ellis, Justin
Format:	Technical Paper
Language:	English
Published:	World Bank, Washington, DC 2018
Subjects:	TEACHERS TEACHER EFFECTIVENESS TEACHER TRAINING TEACHER PROFESSIONAL DEVELOPMENT SCHOOL PRINCIPALS MONITORING MOTIVATIONS
Online Access:	http://documents.worldbank.org/curated/en/935531537857284089/SABER-Teachers-Namibia-Country-Report-2015 http://hdl.handle.net/10986/30515

id	okr-10986-30515
recordtype	oai_dc
spelling	okr-10986-305152021-09-17T05:10:55Z Namibia Teachers : SABER Country Report 2015 Mouton, Randolph Ellis, Justin TEACHERS TEACHER EFFECTIVENESS TEACHER TRAINING TEACHER PROFESSIONAL DEVELOPMENT SCHOOL PRINCIPALS MONITORING MOTIVATIONS 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. 2018-10-05T19:24:51Z 2018-10-05T19:24:51Z 2013-04 Technical Paper http://documents.worldbank.org/curated/en/935531537857284089/SABER-Teachers-Namibia-Country-Report-2015 http://hdl.handle.net/10986/30515 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 Namibia
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	TEACHERS TEACHER EFFECTIVENESS TEACHER TRAINING TEACHER PROFESSIONAL DEVELOPMENT SCHOOL PRINCIPALS MONITORING MOTIVATIONS
spellingShingle	TEACHERS TEACHER EFFECTIVENESS TEACHER TRAINING TEACHER PROFESSIONAL DEVELOPMENT SCHOOL PRINCIPALS MONITORING MOTIVATIONS Mouton, Randolph Ellis, Justin Namibia Teachers : SABER Country Report 2015
geographic_facet	Africa Namibia
relation	Systems Approach for Better Education Results;
description	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.
format	Technical Paper
author	Mouton, Randolph Ellis, Justin
author_facet	Mouton, Randolph Ellis, Justin
author_sort	Mouton, Randolph
title	Namibia Teachers : SABER Country Report 2015
title_short	Namibia Teachers : SABER Country Report 2015
title_full	Namibia Teachers : SABER Country Report 2015
title_fullStr	Namibia Teachers : SABER Country Report 2015
title_full_unstemmed	Namibia Teachers : SABER Country Report 2015
title_sort	namibia teachers : saber country report 2015
publisher	World Bank, Washington, DC
publishDate	2018
url	http://documents.worldbank.org/curated/en/935531537857284089/SABER-Teachers-Namibia-Country-Report-2015 http://hdl.handle.net/10986/30515
_version_	1764472231135543296

Namibia Teachers : SABER Country Report 2015

Similar Items