Slovenia Teachers : SABER Country Report 2015
Evidence on the impacts of many teacher policies remains insufficient and scattered, the impact of many reforms depends on specific design features, and teacher policies can have very different impacts depending on the context and other education p...
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| Format: | Report |
| Language: | English |
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World Bank, Washington, DC
2018
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| Online Access: | http://documents.worldbank.org/curated/en/839711525235490502/SABER-teachers-country-report-Slovenia-2015 http://hdl.handle.net/10986/29776 |
| Summary: | Evidence on the impacts of many teacher
policies remains insufficient and scattered, the impact of
many reforms depends on specific design features, and
teacher policies can have very different impacts depending
on the context and other education policies already in
place. 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 is a core component of
SABER, an initiative of the World Bank education global
practice. SABER-teachers collects data on ten core areas of
teacher policy to offer a comprehensive descriptive overview
of the policies in place in each participating education
system. To offer informed policy guidance, SABER-teachers
provides an analysis of these data to assess how well each
system’s teacher policies promote student achievement based
on the global evidence to date. By classifying countries
based on their performance in each of the eight teacher
policy goals, SABER-teachers provides a diagnosis. This
report presents the results of the SABER-teachers tool as
applied in Slovenia. |
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