Publication:
Russia Teachers: SABER Country Report 2014

Loading...
Thumbnail Image
Files in English
English PDF (905.26 KB)
191 downloads
English Text (102.84 KB)
26 downloads
Published
2014-01
ISSN
Date
2015-11-18
Editor(s)
Abstract
This report presents results of the application of SABER teachers in three administrative divisions of Russia. It describes the performance of Tomsk oblast, Ivanovo oblast, and St.Petersburg in each of the eight teacher policy goals, alongside comparative information from education systems.
Link to Data Set
Citation
World Bank Group. 2014. Russia Teachers: SABER Country Report 2014. © World Bank. http://hdl.handle.net/10986/23001 License: CC BY 3.0 IGO.
Digital Object Identifier
Associated URLs
Associated content
Report Series
Other publications in this report series
Journal
Journal Volume
Journal Issue

Related items

Showing items related by metadata.

  • Publication
    Kenya Teachers
    (World Bank, Washington, DC, 2014-01) World Bank Group
    The SABER teacher’s tool aims to help fill some of these gaps by collecting, analyzing, synthesizing, and disseminating comprehensive information on teacher policies in primary and secondary education systems around the world. The main focus of SABER teachers is on policy design/intent, rather than on policy implementation. SABER teachers analyze the teacher policies formally adopted by education systems. However, policies ‘on the ground’, that is, policies as they are actually implemented at school or other institutional level, often differ quite substantially from policies as originally designed. This can be due to the political economy of the reform process, lack of capacity of the organizations in charge of implementing them, and/or the interaction between these policies and other specific contextual factors. Since SABER Teachers collects limited data on policy implementation, the assessment of teacher policies presented in this report needs to be complemented with detailed information that describes the actual configuration of teacher policies on the ground. This report presents the results of the application of SABER Teachers in Kenya. It describes Kenya’s performance with 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.
  • Publication
    Republic of Moldova Teachers
    (World Bank, Washington, DC, 2014-01) World Bank Group
    This report presents results of the application of SABER teachers in Moldova. It describes Moldova’s performance in 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. Additional detailed descriptive information on Moldova’s and other education systems’ teacher policies can be found on the SABER teacher’s website. Data presented here are as of July 2014.
  • Publication
    Bulgaria : Teachers
    (Washington, DC, 2013-01) World Bank
    Bulgaria implemented sweeping decentralization and efficiency-focused reforms in basic education in 2007 and 2008. The education system adjusted to the negative demographic trends by optimizing the network of schools (closing and merging schools), introducing per-capita based financing and delegating significant financial and decision-making autonomy to school principals. This policy reform package produced a number of benefits for the education sector; it accrued savings of over 100 million BGN and increased wages by 46 percent and reallocation of resources for capital investment (World Bank 2010). Despite the government's impressive achievements in terms of spending efficiency and high enrollment, lingering concerns remain about the quality and equity of the education system. The country has seen a negative trend in student learning outcomes as measured by international assessments. At the request of the Government of Bulgaria, the World Bank has implemented its newly developed tool for assessment and benchmarking of policies and programs affecting teacher's effectiveness Systems Approach for Better Education Results (SABER) teachers. The key findings and policy options outlined in the present report are intended to inform the finalization of the new draft law and the development of the bylaws regulating teachers' policies in Bulgaria. This report presents results of the application of SABER-teachers in Bulgaria. It describes Bulgaria's performance in 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. Additional detailed descriptive information on Bulgaria's and other education systems' teacher policies can be found on the SABER-teachers website.
  • Publication
    Georgia Teachers
    (World Bank, Washington, DC, 2014-01) World Bank Group
    Across the globe, the author see increasing interest in attracting, retaining, developing, and motivating great teachers. Student achievement has been found to correlate with economic and social progress. Recent studies have shown that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students. However, establishing the right teacher policies to ensure that every classroom has a motivated, supported, and competent teacher remains a challenge; 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 the education policies in place. The main focus of SABER-teachers is on policy design, rather than on policy implementation. SABER teachers analyzes the teacher policies formally adopted by education systems. However, policies ‘on the ground,’ that is, policies as they are actually implemented, may differ quite substantially from policies as originally designed. In fact, they often do differ, because of the political economy of the reform process, lack of capacity of the organizations in charge of implementing them, or the interaction between these policies and specific contextual factors. Since SABER-Teachers collects limited data on policy implementation, the assessment of teacher policies presented in this report needs to be complemented with detailed information that describes the actual configuration of teacher policies on the ground.
  • Publication
    Kazakhstan Teachers
    (Washington, DC, 2013) World Bank
    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 teacher's 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 those policies that research evidence to date has shown to have a positive effect on student achievement. SABER teachers analyzes the teacher policy data collected to assess each education system's progress in achieving eight teacher policy goals: (1) setting clear expectations for teachers; (2) attracting the best into teaching; (3) preparing teachers with useful training and experience; (4) matching teachers' skills with students' needs; (5) leading teachers with strong principals; (6) monitoring teaching and learning; (7) supporting teachers to improve instruction; and (8) motivating teachers to perform. By classifying countries according to their performance on each of the eight teacher policy goals, SABER teachers can help diagnose the key challenges that countries face in ensuring they have effective teachers.

Users also downloaded

Showing related downloaded files

  • Publication
    Digital Africa
    (Washington, DC: World Bank, 2023-03-13) Begazo, Tania; Dutz, Mark Andrew; Blimpo, Moussa
    All African countries need better and more jobs for their growing populations. "Digital Africa: Technological Transformation for Jobs" shows that broader use of productivity-enhancing, digital technologies by enterprises and households is imperative to generate such jobs, including for lower-skilled people. At the same time, it can support not only countries’ short-term objective of postpandemic economic recovery but also their vision of economic transformation with more inclusive growth. These outcomes are not automatic, however. Mobile internet availability has increased throughout the continent in recent years, but Africa’s uptake gap is the highest in the world. Areas with at least 3G mobile internet service now cover 84 percent of Africa’s population, but only 22 percent uses such services. And the average African business lags in the use of smartphones and computers as well as more sophisticated digital technologies that catalyze further productivity gains. Two issues explain the usage gap: affordability of these new technologies and willingness to use them. For the 40 percent of Africans below the extreme poverty line, mobile data plans alone would cost one-third of their incomes—in addition to the price of access devices, apps, and electricity. Data plans for small- and medium-size businesses are also more expensive than in other regions. Moreover, shortcomings in the quality of internet services—and in the supply of attractive, skills-appropriate apps that promote entrepreneurship and raise earnings—dampen people’s willingness to use them. For those countries already using these technologies, the development payoffs are significant. New empirical studies for this report add to the rapidly growing evidence that mobile internet availability directly raises enterprise productivity, increases jobs, and reduces poverty throughout Africa. To realize these and other benefits more widely, Africa’s countries must implement complementary and mutually reinforcing policies to strengthen both consumers’ ability to pay and willingness to use digital technologies. These interventions must prioritize productive use to generate large numbers of inclusive jobs in a region poised to benefit from a massive, youthful workforce—one projected to become the world’s largest by the end of this century.
  • Publication
    Achieving Universal Primary Education by 2015 : A Chance for Every Child
    (Washington, DC: World Bank, 2003) Mingat, Alain; Bruns, Barbara; Rakotomalala, Ramahatra
    A number of countries committed themselves to the Millennium Development Goals (MDGs), aimed at eradicating extreme poverty, and improving the welfare of people by the year 2015. The book assesses whether universal primary education can be achieved by 2015. The study focuses on the largest low-income countries that are furthest from the goal, home to about seventy five percent of the children out of school globally. By analyzing education policies, and financing patterns in relatively high-performing countries, the study identifies a new policy, and financing framework for faster global progress in primary education. The authors use a simulation model to show how adoption of this framework, could accelerate progress in low-income countries, currently at risk of not reaching the education MDG. The study however, makes it clear that worldwide attainment of universal primary education by 2015, will necessitate an even stronger combination of political will, deep and sustained reform, faster dissemination of best practices, and intensified financial effort than has been marshaled to date.
  • Publication
    Difference Maker
    (Washington, DC: World Bank, 2023-06-20) World Bank
    The Republic of Korea’s astonishing economic development commenced shortly after the end of the Korean war. Today, Korea is the world’s tenth largest economy based on gross domestic product, a key development partner of the World Bank Group, an important contributor to the International Development Association, the fund established to support the world’s poorest countries, and a unique international donor. Over the past decade, the East Asia and Pacific region has experienced significant economic growth and development. This has been especially evident in the financial sector. Nevertheless, many challenges remain. Risks such as excessive credit growth, asset bubbles, high levels of household and corporate debt have emerged, increasing the vulnerability of the financial sector to shocks. Consequently, ensuring the stability and resilience of the financial sector is crucial for sustainable economic development in the region. When it comes to financial inclusion, despite the good progress made in many developing countries in the region, there are still significant gaps across the region. A large portion of the population in some countries in the region especially in rural areas and among vulnerable groups, still lack access to formal financial services such as savings account and payment systems. This hampers their ability to save, invest and participate in the formal economy, limiting their economic opportunities and potential growth. Against this backdrop, with the support of the Korea Trust Fund, the World Bank has made a significant impact in enhancing the financial sector in the East Asia and Pacific region. These selected stories speak to the positive impact that the Seoul Center’s partnership with the Ministry of Economy and Finance has had within the recipient countries. The booklet presents these in detail.
  • Publication
    Moving Up the Ladder
    (Washington, DC: World Bank, 2023-06-30) Ahmed, S. Amer; Alaref, Jumana; Azam, Mehtab; Moqueet, Nazia; Saha, Jyotirmoy
    Bangladesh has a history of effective economic inclusion programs, but they are implemented primarily by civil society organizations. Government-implemented initiatives are critical for scale but there are no government-implemented economic inclusion programs in Bangladesh that meet the socioeconomic needs of the poor on a large scale. Yet the government has an opportunity to leverage its strong and expansive social safety net (SSN) system to develop ladders for poor and vulnerable households. This report examines three groups of SSN beneficiaries in Bangladesh - working-age widows, people with disabilities, and households with young children--in order to understand their potential to benefit from economic inclusion programming. The report describes the socioeconomic characteristics of the three low-income groups and identifies gaps in their access to and coverage by the government’s main social protection programs; profiles a subset of SSN beneficiaries and presents findings on their potential to benefit from economic inclusion programming; describes packages of services; and examines the factors that need to be in place for economic inclusion programs to succeed. The authors then provide recommendations on how the government can build capacity to implement economic inclusion at scale in Bangladesh.
  • Publication
    Tunisia: Problem-Driven and Adaptive Approach for Citizen-Centric Service Delivery
    (Washington, DC: World Bank, 2024-02-26) World Bank
    The document collection focuses on GovTech case studies and equitable growth, finance, and institutions. It emphasizes citizen-centric public services that are universally accessible and supported by the GovTech Global Partnership. One of the case studies highlighted in the collection is a project that supports a government in providing equitable access to quality social protection and education services through a GovTech approach. The project aims to place the citizen at the center of the reform process and combines public sector innovations, change management, and digital technologies. The document also discusses the project's adaptive approach to rapidly respond to the immediate needs of the government, particularly in the context of the COVID-19 pandemic, and the lessons learned from this problem-driven and iterative approach.