Mozambique Teachers : SABER Country Report 2014
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 |
| Published: |
World Bank, Washington, DC
2017
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| Online Access: | http://documents.worldbank.org/curated/en/711211500378949992/SABER-teachers-country-report-Mozambique-2014 http://hdl.handle.net/10986/28288 |
| Summary: | 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. A new tool, systems approach for better education
results (SABER) - teachers, aims to help fill the 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
Mozambique. It describes Mozambique’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. |
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