Morocco Teachers : SABER Country Report 2016
Evidence on the impacts of many teacher policies remains insufficient and scattered, and the impact of many reforms depends on specific design features. In addition, teacher policies can have very different impacts, depending on the context and oth...
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| Format: | Technical Paper |
| Language: | English en_US |
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World Bank, Washington, DC
2017
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| Online Access: | http://documents.worldbank.org/curated/en/794731500375467180/SABER-teachers-country-report-Morocco-2016 http://hdl.handle.net/10986/28256 |
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okr-10986-282562021-05-25T09:03:11Z Morocco Teachers : SABER Country Report 2016 Cross, Jess TEACHER EFFECTIVENESS TEACHER TRAINING PRINCIPAL INSTRUCTION EDUCATION REFORM Evidence on the impacts of many teacher policies remains insufficient and scattered, and the impact of many reforms depends on specific design features. In addition, teacher policies can have very different impacts, depending on the context and other education policies in place. Systems approach for better education results (SABER) - teachers, aims to help fill this gap by collecting, analyzing, synthesizing, and disseminating comprehensive information on teacher policies in primary- and secondary-education systems around the world. SABER - teachers collects data on 10 core teacher policy areas to offer a comprehensive, descriptive overview of the teacher policies that are in place in each participating education system. To offer informed policy guidance, SABER - teachers analyzes the information collected to assess the extent to which the teacher policies of an education system are aligned with policies shown by research evidence to have a positive effect on student achievement. This report presents results of the application of SABER - teachers in Morocco. It describes Morocco’s performance for each of the eight teacher policy goals, alongside comparative information from education systems that have consistently scored high results in international student achievement tests and have participated in SABER - teachers. 2017-09-08T20:03:09Z 2017-09-08T20:03:09Z 2017-06 Technical Paper http://documents.worldbank.org/curated/en/794731500375467180/SABER-teachers-country-report-Morocco-2016 http://hdl.handle.net/10986/28256 English en_US 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 Middle East and North Africa Morocco |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
TEACHER EFFECTIVENESS TEACHER TRAINING PRINCIPAL INSTRUCTION EDUCATION REFORM |
| spellingShingle |
TEACHER EFFECTIVENESS TEACHER TRAINING PRINCIPAL INSTRUCTION EDUCATION REFORM Cross, Jess Morocco Teachers : SABER Country Report 2016 |
| geographic_facet |
Middle East and North Africa Morocco |
| description |
Evidence on the impacts of many teacher
policies remains insufficient and scattered, and the impact
of many reforms depends on specific design features. In
addition, teacher policies can have very different impacts,
depending on the context and other education policies in
place. Systems approach for better education results (SABER)
- teachers, aims to help fill this gap by collecting,
analyzing, synthesizing, and disseminating comprehensive
information on teacher policies in primary- and
secondary-education systems around the world. SABER -
teachers collects data on 10 core teacher policy areas to
offer a comprehensive, descriptive overview of the teacher
policies that are in place in each participating education
system. To offer informed policy guidance, SABER - teachers
analyzes the information collected to assess the extent to
which the teacher policies of an education system are
aligned with policies shown by research evidence to have a
positive effect on student achievement. This report presents
results of the application of SABER - teachers in Morocco.
It describes Morocco’s performance for each of the eight
teacher policy goals, alongside comparative information from
education systems that have consistently scored high results
in international student achievement tests and have
participated in SABER - teachers. |
| format |
Technical Paper |
| author |
Cross, Jess |
| author_facet |
Cross, Jess |
| author_sort |
Cross, Jess |
| title |
Morocco Teachers : SABER Country Report 2016 |
| title_short |
Morocco Teachers : SABER Country Report 2016 |
| title_full |
Morocco Teachers : SABER Country Report 2016 |
| title_fullStr |
Morocco Teachers : SABER Country Report 2016 |
| title_full_unstemmed |
Morocco Teachers : SABER Country Report 2016 |
| title_sort |
morocco teachers : saber country report 2016 |
| publisher |
World Bank, Washington, DC |
| publishDate |
2017 |
| url |
http://documents.worldbank.org/curated/en/794731500375467180/SABER-teachers-country-report-Morocco-2016 http://hdl.handle.net/10986/28256 |
| _version_ |
1764466359735943168 |