Publication: Brazil Teachers: SABER Country Report 2016
Loading...
Published
2016-12-31
ISSN
Date
2019-03-07
Author(s)
Editor(s)
Abstract
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 already in place. Systems approach for better education results (SABER) - teachers is a tool that 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. 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. SABER-teachers collects data on ten core teacher policy areas to offer a comprehensive, descriptive overview of the teacher policies in place in each participating education system. The eight teacher policy goals are functions that all high-performing education systems fulfill to a certain extent to ensure that every classroom has a motivated, supported, and competent teacher. This report presents the results of the SABER-Teachers tool as applied in Brazil. The report describes the performance of Brazil’s education system in achieving each of the eight teacher policy goals. It also contains comparative information from education systems that have consistently scored highly on international student achievement tests and those that have previously participated in the SABER-Teachers initiative.
Link to Data Set
Citation
“World Bank. 2016. Brazil Teachers: SABER Country Report 2016. Systems Approach for Better Education Results;. © World Bank. http://hdl.handle.net/10986/31350 License: CC BY 3.0 IGO.”
Digital Object Identifier
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Related items
Showing items related by metadata.
Publication Public School Teacher Management in Sri Lanka(World Bank, Washington, DC, 2016-04)Sri Lanka is increasingly seeking to ensure that its public school system not only delivers greater shares of students who have completed higher secondary and tertiary education, but also that all students obtain a much better education. Raising teacher effectiveness is considered as crucial for achieving these aims. This paper reviews the literature on teacher management in Sri Lanka, and points to what may be critical teacher management issues. The paper also outlines considerations and options for addressing these issues, informed by international evidence on approaches to improve teacher effectiveness.Publication Teacher Development and Management : Overview of Policy Briefs(World Bank, Washington, DC, 2009-12-31)This is an overview of policy briefs on continuous professional development of teachers, from the ealiest years onward.Studies focussed on the early years are: Effective Teachers and Performance Standards, which looks at how formal qualifications of teachers, and other information frequently recorded on a database of teachers, seldom predict effectiveness in raising student achievement. Accreditation of teacher education institutions and programs; Teacher Certification; Teacher Educators and Initial Teacher Education Programs; Teacher Recruitment and Deployment (paper forthcoming). Papers focussed on the years after the initial training are: Induction Programs for Newly Trained Teachers; Continuous Professional Development (CPD); Teacher Support Networks; Teacher Motivation: Incentives and Working Conditions; Teacher Supervision and Monitoring (paper forthcoming); Teacher Collaboration (paper forthcoming); Professional Development Frameworks (paper forthcoming); Role of Unions/Professional Associations to Support Teachers (paper forthcoming). Additonal topics are: HIV and AIDS and Teachers, and Specific Skill Development including use of technology and multi-grade instruction (papers forthcoming).Publication Nigeria : Bauchi Teachers(Washington, DC, 2012-01)Research suggests 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 (Hanushek and Rivkin, 2006; Nye et al, 2004; Park and Hannum, 2001; Rivkin et al, 2005; Rockoff, 2004; Sanders, 1998; Sanders and Rivers 1996; and Vignoles et al, 2000). However, it is not yet clear exactly which teacher policies can raise teacher effectiveness (Goldhaber, 2002 and Rivkin et al, 2005). Thus, devising effective policies to improve teaching quality remains a challenge. The eight policy goals includes the following headings: setting clear expectations for teachers; attracting the best into teaching; preparing teachers with useful training and experience; matching teachers' skills with students' needs; leading teachers with strong principals; monitoring teaching and learning; supporting teachers to improve instruction; and motivating teachers to perform.Publication Nigeria : Anambra Teachers(Washington, DC, 2012-01)Research suggests 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 (Hanushek and Rivkin, 2006; Nye et al, 2004; Park and Hannum, 2001; Rivkin et al, 2005; Rockoff, 2004; Sanders, 1998; Sanders and Rivers 1996; and Vignoles et al, 2000). However, it is not yet clear exactly which teacher policies can raise teacher effectiveness (Goldhaber, 2002 and Rivkin et al, 2005). Thus, devising effective policies to improve teaching quality remains a challenge. The eight policy goals includes the following headings: setting clear expectations for teachers; attracting the best into teaching; preparing teachers with useful training and experience; matching teachers' skills with students' needs; leading teachers with strong principals; monitoring teaching and learning; supporting teachers to improve instruction; and motivating teachers to perform.Publication Nigeria : Ekiti Teachers(Washington, DC, 2012-01)Research suggests 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 (Hanushek and Rivkin, 2006; Nye et al, 2004; Park and Hannum, 2001; Rivkin et al, 2005; Rockoff, 2004; Sanders, 1998; Sanders and Rivers 1996; and Vignoles et al, 2000). However, it is not yet clear exactly which teacher policies can raise teacher effectiveness (Goldhaber, 2002 and Rivkin et al, 2005). Thus, devising effective policies to improve teaching quality remains a challenge. There is increasing interest across the globe to attract, retain, develop and motivate great teachers. While the World Bank has ample experience in supporting teacher policy reforms in developing countries, until recently there was no systematic effort to offer data and analysis that can provide policy guidance on teacher policies. The focus of the initiative is the design of teacher policies as opposed to their implementation on the ground. A number of complementary activities will be looking at implementation in a sample of countries as this will involve a different methodological approach and will require more financial and human resources.
Users also downloaded
Showing related downloaded files
Publication What Matters Most for Student Assessment Systems : A Framework Paper(World Bank, Washington, DC, 2012-04)The purpose of this paper is to provide an overview of what matters most for building a more effective student assessment system. The focus is on systems for assessing student learning and achievement at the primary and secondary levels. The paper extracts principles and guidelines from countries' experiences, professional testing standards, and the current research base. The goal is to provide national policy makers, education ministry officials, development organization staff, and other stakeholders with a framework and key indicators for diagnosis, discussion, and consensus building around how to construct a sound and sustainable student assessment system that will support improved education quality and learning for all.Publication Evaluation of the World Bank Assistance to Primary Education in Mali(Washington, DC : World Bank, 2007)This case study examines the impact of World Bank assistance to the education sector in Mali from 1990-2005. It also examines the ways in which government, donors, non-governmental organizations (NGOs), and civil society have responded to the enormous challenges in the sector, and suggests a variety of ways in which the support from all actors, and particularly the Bank, can be improved.Publication Digital Africa(Washington, DC: World Bank, 2023-03-13)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 Education, Skills, and Labor Market Outcomes(World Bank, Washington, DC, 2016-05)In recent years, skills development has become a priority among developed and developing countries alike. The World Bank Group, in its quest to end extreme poverty and promote shared prosperity, has joined efforts with countries and multilateral development partners to ensure that individuals have access to quality education and training opportunities and that employers can find the skills they need to operate. The skills towards employability and productivity (STEP) skills measurement program is part of the World Bank’s portfolio of analytical products on skills. The STEP program consists of two survey instruments that collect information on the supply and demand for skills in urban areas: a household survey and an employer survey. STEP has been implemented in waves, the first surveys being implemented in seven countries in 2012 (Bolivia, Colombia, Ghana, Lao Peoples Democratic Republic (PDR), Ukraine, Vietnam, and the Yunnan Province in China), and the second in five countries in 2013 (Armenia, Azerbaijan, Georgia, Kenya, and Macedonia, Former Yugoslav Republic of (FYR)). The data presented in this publication correspond to these countries. It illustrates the similarities and differences among groups that have completed different education levels on a wide range of issues and outcomes. Section one analyzes the trajectory of skills acquisition: participation in early childhood education programs, educational attainment by gender, and participation in training and apprenticeship programs. Section two explores background conditions associated with educational attainment, including the socioeconomic status of survey respondents at age 15, the educational attainment of their parents, their households’ asset levels, their health (as expressed by the presence of chronic illness), and their overall satisfaction with life. Section three covers cognitive skills: writing, numeracy, and reading (which is also evaluated through a direct reading assessment). Section four covers job-relevant skills, which are task-specific and which respondents possess or use on the job; and section five covers socio-emotional skills, using established metrics to measure personality and behavior. Section six covers the status of survey respondents in the labor market: whether they are employed, unemployed, or inactive.Publication Regional Poverty and Inequality Update: Latin America and the Caribbean, October 2025(Washington, DC: World Bank, 2025-10-23)This brief summarizes recent facts related to poverty and inequality in Latin America and the Caribbean (LAC) using the latest wave of harmonized household surveys from the Socio-Economic Database for LAC (SEDLAC). This brief was produced by the Poverty Global Practice in the LAC Region of the World Bank.