Publication: Macedonia Teachers : SABER Country Report 2013
Loading...
Published
2013
ISSN
Date
2014-09-15
Author(s)
Editor(s)
Abstract
In 2013, Macedonia joined the Russia Education Aid for Development (READ) trust fund program, the goal of which is to help countries improve their capacity to design, carry out, analyze, and use assessments for improved student learning. As part of the READ trust fund program, and in order to gain a better understanding of the strengths and weaknesses of its existing assessment system, Mozambique participated in a formal exercise to benchmark this system under The World Bank's Systems Approach for Better Education Results (SABER) program. SABER is an evidence-based program to help countries systematically examine and strengthen the performance of different aspects of their education systems. SABER-teachers are a component of the SABER program that focuses specifically on benchmarking teacher policies and systems. The goal of SABER-teachers is to attract, retain, develop, and motivate great teachers. Teachers system tends to be comprised of seven main types of activities, each of which serves a different purpose and addresses different information needs. These three main types are: teacher expectations, preparing, skill matching, monitoring, leading, and supporting teachers. This report focuses specifically on policies in the area of teachers.
Link to Data Set
Citation
“World Bank. 2013. Macedonia Teachers : SABER Country Report 2013. Systems Approach for Better Education
Results (SABER) country report;2013. © http://hdl.handle.net/10986/20152 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 Guinea-Bissau Teachers : SABER Country Report 2012(Washington, DC, 2012)In 2012, Guinea- Bissau joined the Russia Education Aid for Development (READ) trust fund program, the goal of which is to help countries improve their capacity to design, carry out, analyze, and use assessments for improved student learning. As part of the READ trust fund program, and in order to gain a better understanding of the strengths and weaknesses of its existing assessment system, Mozambique participated in a formal exercise to benchmark this system under The World Bank's Systems Approach for Better Education Results (SABER) program. SABER is an evidence-based program to help countries systematically examine and strengthen the performance of different aspects of their education systems. SABER-teachers are a component of the SABER program that focuses specifically on benchmarking teacher policies and systems. The goal of SABER-teachers is to attract, retain, develop, and motivate great teachers. Teachers system tends to be comprised of seven main types of activities, each of which serves a different purpose and addresses different information needs. These three main types are: teacher expectations, preparing, skill matching, monitoring, leading, and supporting teachers. This report focuses specifically on policies in the area of teachers.Publication Mali Teachers : SABER Country Report 2012(Washington, DC, 2012)In 2012, Mali joined the Russia Education Aid for Development (READ) trust fund program, the goal of which is to help countries improve their capacity to design, carry out, analyze, and use assessments for improved student learning. As part of the READ trust fund program, and in order to gain a better understanding of the strengths and weaknesses of its existing assessment system, Mozambique participated in a formal exercise to benchmark this system under The World Bank's Systems Approach for Better Education Results (SABER) program. SABER is an evidence-based program to help countries systematically examine and strengthen the performance of different aspects of their education systems. SABER-teachers are a component of the SABER program that focuses specifically on benchmarking teacher policies and systems. The goal of SABER-teachers is to attract, retain, develop, and motivate great teachers. Teachers system tends to be comprised of seven main types of activities, each of which serves a different purpose and addresses different information needs. These three main types are: teacher expectations, preparing, skill matching, monitoring, leading, and supporting teachers. This report focuses specifically on policies in the area of teachers.Publication Benin : Teachers 2012(Washington, DC, 2014-09-04)Achieving the right teacher policies to ensure that every classroom has a motivated, supported, and competent teacher remains a challenge, because evidence on the impacts of many teacher policies remains insufficient and scattered. Systems approach for better education results (SABER) - teachers, aims to help fill this 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 ten core teacher policy areas to offer a comprehensive descriptive overview of the teacher policies that are in place in each participating education system. 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. The main focus of SABER - teachers is on policy design, rather than on policy implementation. It describes Benin'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.Publication Kazakhstan Teachers(Washington, DC, 2013)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.Publication Cote d'Ivoire : Teacher Policies 2012(Washington, DC, 2014-08-04)Achieving the right teacher policies to ensure that every classroom has a motivated, supported, and competent teacher remains a challenge, because evidence on the impacts of many teacher policies remains insufficient and scattered. Systems approach for better education results (SABER) - teachers, aims to help fill this 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 ten core teacher policy areas to offer a comprehensive descriptive overview of the teacher policies that are in place in each participating education system. 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. The main focus of SABER - teachers is on policy design, rather than on policy implementation. It describes Cote d'Ivoire 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.
Users also downloaded
Showing related downloaded files
Publication China Country Climate and Development Report(World Bank Group, Washington DC, 2022-10)The China Country Climate and Development Report (CCDR) provides analysis and recommendations on integrating the country’s efforts to achieve high-quality development with the pursuit of emission reduction and climate resilience. Without adequate mitigation and adaptation efforts, climate risks will become a growing constraint to China’s long-term growth and prosperity, threatening to reverse development gains. Conversely, if efforts to tackle climate risks lead to a significant decline in growth and rising inequality, they would deprive millions of people of development and likely erode support for the reforms necessary to achieve a lasting economic transformation. Hence, China will need to grow and green its economy at the same time. This report offers policy options to achieve these dual objectives by easing inevitable trade-offs and maximizing potential synergies between China’s development and climate objectives.Publication Kazakhstan Country Climate and Development Report(World Bank, Washington, DC, 2022-11)The World Bank Group’s Country Climate and Development Reports (CCDRs) are new core diagnostic reports that integrate climate change and development considerations. The CCDR for Kazakhstan identifies ways that Kazakhstan can achieve its development objectives while fostering the transition to a more green, resilient, and inclusive development pathway. It sets out policy reforms and investments needed to build resilience to climate change impacts and reduce greenhouse gas (GHG) emissions while creating a more diversified, competitive and sustainable economy.Publication Côte d’Ivoire Country Climate and Development Report(Washington, DC: World Bank, 2023-11-02)Le présent CCDR comporte trois messages principaux: (i) En premier lieu, le maintien du statu quo ne permettra plus de soutenir la croissance économique de la Côte d'Ivoire et ses ambitions de devenir un pays à revenu intermédiaire de la tranche supérieure à l’horizon 2030, tout en réduisant considérablement la pauvreté. Toutes choses étant égales par ailleurs, et dans le cadre d’un scénario de climat sec/plus chaud, le changement climatique devrait réduire le produit intérieur brut (PIB) réel de 13 pour cent d’ici à 2050, ce qui empêcherait 1,63 million de personnes de s’affranchir de la pauvreté. Quoique dispendieuses, les mesures d’adaptation peuvent potentiellement compenser une grande partie de l’impact négatif du climat, notamment sur les populations démunies; (ii) Deuxièmement, des secteurs économiques clés, dont le cacao et l’énergie, courent le risque de connaître des contre-performances si aucune mesure n’est prise maintenant même pour faire face aux impacts climatiques et tirer parti des mutations technologiques ou des changements réglementaires. En outre, les centres urbains, qui sont des pôles économiques, sont exposés aux dommages climatiques subis par les infrastructures et aux pertes considérables de moyens de subsistance subies par les populations démunies vivant dans des communautés à faibles revenus. Des menaces planent également sur les routes, les réseaux numériques et les autres infrastructures qui assurent l’interconnectivité au plan national, garantissant l’efficacité des déplacements et l’accès aux marchés et aux services; (iii) Troisièmement, la Côte d'Ivoire n’est pas actuellement prête à faire face aux conséquences du changement climatique. Sa capacité d’adaptation en est encore à ses balbutiements, ses institutions et sa coordination de l’action en faveur du climat sont fragmentaires, et ses politiques et programmes ne sont pas à la hauteur du défi climatique auquel sont confrontées les populations vulnérables. Entre-temps, la mise en œuvre des stratégies et plans existants reste limitée. Les composantes réglementaires, institutionnelles et climatiques nécessaires à la gestion des impacts climatiques doivent être revues ou mises en place. Certes, la croissance du secteur privé a connu une tendance positive, mais elle n’atteint pas encore son potentiel en termes de portée et d’échelle, si bien qu’elle doit encore se développer pour jouer son rôle essentiel à l’adaptation aux effets du changement climatique et à leur atténuation.Publication Kyrgyz Republic Country Climate and Development Report(Washington, DC: World Bank, 2025-11-03)This Country Climate and Development Report (CCDR) on the Kyrgyz Republic aims to support the country’s development goals amid a changing climate. The CCDR considers two policy scenarios up to 2050: the business-as-usual (BAU) and high-growth scenarios. As it quantifies the likely impacts of climate change on the Kyrgyz economy between now and 2050, the report highlights key government actions to best prepare for and adapt to climate impacts (referred to as “with adaptation” measures), with a particular focus on the time horizon up to 2030. The CCDR also outlines a path to net zero emissions by 2050 (referred to as “with mitigation” measures, “decarbonization,” or, simply, “net zero 2050”), highlighting associated development co-benefits.Publication Western Balkans 6 Country Climate and Development Report(Washington, DC: World Bank Group, 2024-07-16)This Regional Western Balkans Countries Climate and Development Report (CCDR) stands out in several ways. In a region that often lacks cohesive regional alliances, this report emphasizes how the challenges faced across countries are often common and interconnected, and, importantly, that climate action requires coordination on multiple fronts. Simultaneously, it illustrates the differences across countries, places, and people that require targeted strategies and interventions. This report demonstrates how shocks and stressors re intensifying and how investments in adaptation could bring significant benefits in the form of avoided losses, accelerated economic potential, and amplified social and economic spillovers. Given the region’s high emission and energy intensity and the limitations of its current fossil fuel-based development model, the report articulates a path to greener and more resilient growth, a path that is more consistent with the aspiration of accession to the EU. The report finds that the net zero transition can be undertaken without compromising the economic potential of the Western Balkans and that it could lead to higher growth than under the Reference Scenario (RS) with appropriate structural reforms.