Published in:World Bank E-Library Archive Systems Approach for Better Education Results (SABER)
Extent:
1 Online-Ressource
Language:
English
DOI:
10.1596/30515
Identifier:
Origination:
Footnote:
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