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 |
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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 |
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okr-10986-282882021-04-23T14:04:47Z Mozambique Teachers : SABER Country Report 2014 Breeding, Mary E. TEACHER EFFECTIVENESS TEACHER TRAINING PRINCIPAL INSTRUCTION RECRUITMENT WORKLOAD COMPENSATION 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. 2017-09-11T19:00:08Z 2017-09-11T19:00:08Z 2014-01 Technical Paper http://documents.worldbank.org/curated/en/711211500378949992/SABER-teachers-country-report-Mozambique-2014 http://hdl.handle.net/10986/28288 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 Africa Mozambique |
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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 RECRUITMENT WORKLOAD COMPENSATION |
| spellingShingle |
TEACHER EFFECTIVENESS TEACHER TRAINING PRINCIPAL INSTRUCTION RECRUITMENT WORKLOAD COMPENSATION Breeding, Mary E. Mozambique Teachers : SABER Country Report 2014 |
| geographic_facet |
Africa Mozambique |
| 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. 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. |
| format |
Technical Paper |
| author |
Breeding, Mary E. |
| author_facet |
Breeding, Mary E. |
| author_sort |
Breeding, Mary E. |
| title |
Mozambique Teachers : SABER Country Report 2014 |
| title_short |
Mozambique Teachers : SABER Country Report 2014 |
| title_full |
Mozambique Teachers : SABER Country Report 2014 |
| title_fullStr |
Mozambique Teachers : SABER Country Report 2014 |
| title_full_unstemmed |
Mozambique Teachers : SABER Country Report 2014 |
| title_sort |
mozambique teachers : saber country report 2014 |
| publisher |
World Bank, Washington, DC |
| publishDate |
2017 |
| url |
http://documents.worldbank.org/curated/en/711211500378949992/SABER-teachers-country-report-Mozambique-2014 http://hdl.handle.net/10986/28288 |
| _version_ |
1764466408629993472 |