Namibia Teachers
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...
Na minha lista:
| Principais autores: | , |
|---|---|
| Formato: | Online |
| Idioma: | inglês |
| Publicado em: |
World Bank, Washington, DC
2018
|
| Assuntos: | |
| Acesso em linha: | http://documents.worldbank.org/curated/en/935531537857284089/SABER-Teachers-Namibia-Country-Report-2015 https://hdl.handle.net/10986/30515 https://doi.org/10.1596/30515 |
| _version_ | 1866368604012806144 |
|---|---|
| author | Mouton, Randolph Ellis, Justin |
| author_facet | Mouton, Randolph Ellis, Justin |
| author_sort | Mouton, Randolph |
| collection | Colección Documentos Técnicos |
| 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 | Online Technical Paper |
| id | wb-10986-30515 |
| institution | Banco Mundial |
| language | English |
| publishDate | 2018 |
| publisher | World Bank, Washington, DC |
| record_format | dspace |
| spelling | wb-10986-305152025-04-28T07:18:23Z 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 Document technique Documento técnico http://documents.worldbank.org/curated/en/935531537857284089/SABER-Teachers-Namibia-Country-Report-2015 https://hdl.handle.net/10986/30515 https://doi.org/10.1596/30515 English Systems Approach for Better Education Results; CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank application/pdf text/plain World Bank, Washington, DC |
| spellingShingle | TEACHERS TEACHER EFFECTIVENESS TEACHER TRAINING TEACHER PROFESSIONAL DEVELOPMENT SCHOOL PRINCIPALS MONITORING MOTIVATIONS Mouton, Randolph Ellis, Justin Namibia Teachers |
| title | Namibia Teachers |
| title_full | Namibia Teachers |
| title_fullStr | Namibia Teachers |
| title_full_unstemmed | Namibia Teachers |
| title_short | Namibia Teachers |
| title_sort | namibia teachers |
| topic | TEACHERS TEACHER EFFECTIVENESS TEACHER TRAINING TEACHER PROFESSIONAL DEVELOPMENT SCHOOL PRINCIPALS MONITORING MOTIVATIONS |
| url | http://documents.worldbank.org/curated/en/935531537857284089/SABER-Teachers-Namibia-Country-Report-2015 https://hdl.handle.net/10986/30515 https://doi.org/10.1596/30515 |
| work_keys_str_mv | AT moutonrandolph namibiateachers AT ellisjustin namibiateachers AT moutonrandolph sabercountryreport2015 AT ellisjustin sabercountryreport2015 |