World Bank2014-09-162014-09-162012https://hdl.handle.net/10986/20169In 2012, Serbia 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.en-USCC BY 3.0 IGOABSENTEEISMACADEMIC ACHIEVEMENTACADEMIC LEADERSACCREDITATIONACHIEVEMENT DATAACHIEVEMENT TESTSADVANCED DEGREEBETTER TEACHERSCALLCAREERCAREER ADVANCEMENTCAREER OPPORTUNITIESCAREERSCLASS TIMECLASSROOMCLASSROOM EXPERIENCECLASSROOM MANAGEMENTCLASSROOM PRACTICECLASSROOM TEACHINGCLASSROOMSCOGNITIVE SKILLSCONTEXTUAL FACTORSCURRICULUMCURRICULUM PLANNINGDATA ON STUDENT ACHIEVEMENTDISADVANTAGED POPULATIONSDISADVANTAGED STUDENTSECONOMIC GROWTHEDUCATION POLICIESEDUCATION POLICYEDUCATION PROGRAMSEDUCATION QUALITYEDUCATION SYSTEMEDUCATION SYSTEMSEDUCATIONAL EVALUATIONEFFECT ON STUDENT ACHIEVEMENTEFFECTIVE TEACHERSEFFECTIVE TEACHINGEMPLOYMENTENTRY REQUIREMENTSEQUAL OPPORTUNITYEVALUATION METHODSEXPERIENCED PRINCIPALSFOREIGN LANGUAGESHUMAN DEVELOPMENTINCENTIVES FOR TEACHERSINSTRUCTIONINSTRUCTION METHODSJOB SATISFACTIONLEADERSHIPLEADERSHIP SKILLSLEARNINGLEARNING OUTCOMESLEARNING POLICIESLETMATHEMATICSMENTOR TEACHERSMENTORSNATIONAL ASSESSMENTPEDAGOGYPRIMARY SCHOOLPRIMARY SCHOOL TEACHERSPROFESSIONAL DEVELOPMENTQUALIFIED TEACHERSQUALITY OF EDUCATIONQUALITY TEACHERSSALARY INCREASESSCHOOL BUILDINGSSCHOOL CAREERSCHOOL LEADERSSCHOOL LEVELSCHOOL NETWORKSSCHOOL PERFORMANCESCHOOL PRINCIPALSSCHOOL QUALITYSCHOOL SYSTEMSCHOOL SYSTEMSSCHOOL TEACHERSCHOOL TEACHERSSCHOOLINGSCHOOLSSCIENCE TEACHERSSECONDARY EDUCATIONSECONDARY EDUCATION SYSTEMSSECONDARY SCHOOLSECONDARY SCHOOL TEACHERSECONDARY SCHOOL TEACHERSSERVICE TRAININGSOCIAL SCIENCESOCIAL SCIENCE RESEARCHSTUDENT ACHIEVEMENTSTUDENT ASSESSMENTSTUDENT ASSESSMENT METHODSSTUDENT ASSESSMENTSSTUDENT GROUPSSTUDENT LEARNINGSTUDENT OUTCOMESSTUDENT PERFORMANCESTUDENT POPULATIONSSTUDENT SCORESSTUDENT-TEACHER RATIOSSUBJECT MATTERSUBJECT MATTER KNOWLEDGESUBJECTSSUPPLY OF TEACHERSTEACHERTEACHER CANDIDATESTEACHER COMPETENCIESTEACHER DEPLOYMENTTEACHER EDUCATIONTEACHER EDUCATION PROGRAMSTEACHER EFFECTIVENESSTEACHER EVALUATIONSTEACHER INCENTIVESTEACHER MANAGEMENTTEACHER MONITORINGTEACHER PAYTEACHER PERFORMANCETEACHER PREPARATIONTEACHER PROFESSIONAL DEVELOPMENTTEACHER QUALITYTEACHER TRAININGTEACHER TRAINING COLLEGESTEACHER-STUDENT RATIOSTEACHERSTEACHINGTEACHING EXPERIENCETEACHING METHODSTEACHING PRACTICETEACHING QUALITYTEACHING STAFFTRAINING PROGRAMSYOUTH10.1596/20169