Guinea-Bissau Teachers : SABER Country Report 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.

Bibliographic Details

Main Author:	World Bank
Format:	Working Paper biblioteca
Language:	English en_US
Published:	Washington, DC 2012
Subjects:	ACADEMIC ACHIEVEMENT, ACADEMIC POSITIONS, ACCESS TO INFORMATION, ACHIEVEMENT DATA, ACHIEVEMENT TESTS, ANNUAL SCHOOL CENSUS, ASSESSMENT SYSTEM, BUSINESS SCHOOL, CAREER, CAREER OPPORTUNITIES, CAREERS, CLASSROOM, CLASSROOM EXPERIENCE, CLASSROOM MANAGEMENT, CLASSROOM PRACTICE, CLASSROOM TEACHING, CLASSROOMS, COGNITIVE SKILLS, CONTEXTUAL FACTORS, CURRICULUM, DATA ON STUDENT ACHIEVEMENT, DISADVANTAGED STUDENTS, ECONOMIC GROWTH, EDUCATION ASSESSMENT, EDUCATION GOALS, EDUCATION LEVEL, EDUCATION POLICIES, EDUCATION POLICY, EDUCATION QUALITY, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATION TEACHERS, EDUCATIONAL EVALUATION, EFFECT ON STUDENT ACHIEVEMENT, EFFECTIVE TEACHERS, EFFECTIVE TEACHING, EMPLOYMENT, ENTRY REQUIREMENTS, EQUAL OPPORTUNITY, EXAM, EXAMS, HUMAN DEVELOPMENT, INCENTIVES FOR TEACHERS, INSTRUCTION, LEADERSHIP, LEADERSHIP SKILLS, LEARNING, LESSON PLANNING, MINISTRY OF EDUCATION, NATIONAL EDUCATION, PRIMARY EDUCATION, PRIMARY EDUCATION TEACHERS, PRIMARY SCHOOL, PRIMARY SCHOOL TEACHERS, PRIMARY TEACHER, PROFESSIONAL DEVELOPMENT, PROFESSIONAL GROWTH, QUALIFIED TEACHERS, QUALITY OF EDUCATION, SANITATION, SCHOOL ADMINISTRATION, SCHOOL DAY, SCHOOL DISTRICT, SCHOOL HEADS, SCHOOL IMPROVEMENT, SCHOOL LEADERS, SCHOOL LEVEL, SCHOOL NETWORKS, SCHOOL PERFORMANCE, SCHOOL PRINCIPALS, SCHOOL SYSTEM, SCHOOL SYSTEMS, SCHOOL TEACHER, SCHOOL TEACHERS, SCHOOLING, SCHOOLS, SECONDARY EDUCATION, SECONDARY EDUCATION SYSTEMS, SECONDARY SCHOOL, SECONDARY SCHOOL TEACHER, SECONDARY SCHOOL TEACHERS, SERVICE TRAINING, SOCIAL SCIENCE, SOCIAL SCIENCE RESEARCH, STUDENT ACHIEVEMENT, STUDENT ASSESSMENT, STUDENT ASSESSMENT METHODS, STUDENT ASSESSMENTS, STUDENT DATA, STUDENT EVALUATION, STUDENT LEARNING, STUDENT OUTCOMES, STUDENT PERFORMANCE, STUDENT TEACHERS, STUDENT-TEACHER RATIO, STUDENT-TEACHER RATIOS, STUDENTS PER TEACHER, SUBJECT AREAS, SUBJECT MATTER, SUBJECT MATTER KNOWLEDGE, SUBJECTS, TEACHER, TEACHER ABSENTEEISM, TEACHER APPRAISAL, TEACHER DEPLOYMENT, TEACHER DEVELOPMENT, TEACHER EDUCATION, TEACHER EVALUATIONS, TEACHER MANAGEMENT, TEACHER PAY, TEACHER PERFORMANCE, TEACHER PREPARATION, TEACHER PROFESSIONAL DEVELOPMENT, TEACHER PROMOTION, TEACHER QUALIFICATIONS, TEACHER QUALITY, TEACHER RATIOS, TEACHER TRAINEES, TEACHER TURNOVER, TEACHER-STUDENT RATIO, TEACHERS, TEACHING, TEACHING METHODS, TEACHING PRACTICE, TEACHING QUALITY, TEACHING STRATEGIES, TRAINEES, TRAINING COURSES, TRAINING PROGRAMS, URBAN SCHOOL, VOCATIONAL COURSES, VOCATIONAL TRAINING, WORK EXPERIENCE, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2012/01/20135337/saber-teacher-country-report-guinea-bissau-2012 http://hdl.handle.net/10986/20164
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