Guyana Teachers : SABER Country Report 2012

In 2012, Guyana 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:	ABSENTEEISM, ACADEMIC ACHIEVEMENT, ACADEMIC SPECIALISTS, ACCESS TO INFORMATION, ACHIEVEMENT DATA, ACHIEVEMENT TESTS, CAREER, CAREER ADVANCEMENT, CAREER OPPORTUNITIES, CAREER PATH, CAREERS, CLASSROOM, CLASSROOM EXPERIENCE, CLASSROOM MANAGEMENT, CLASSROOM PRACTICE, CLASSROOM TEACHING, CLASSROOMS, COGNITIVE SKILLS, CONTEXTUAL FACTORS, CURRICULUM, CURRICULUM PLANNING, CURRICULUM SPECIALISTS, DATA ON STUDENT ACHIEVEMENT, DISADVANTAGED POPULATIONS, DISADVANTAGED STUDENTS, DISTANCE LEARNING, ECONOMIC GROWTH, EDUCATION LEVEL, EDUCATION POLICIES, EDUCATION POLICY, EDUCATION QUALITY, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATIONAL EVALUATION, EFFECT ON STUDENT ACHIEVEMENT, EFFECTIVE TEACHERS, EFFECTIVE TEACHING, EMPLOYMENT, ENTRY REQUIREMENTS, EQUAL OPPORTUNITY, EVALUATION METHODS, FORMAL TRAINING, HUMAN DEVELOPMENT, INCENTIVES FOR TEACHERS, INSTRUCTION, JOB SATISFACTION, LEADERSHIP, LEARNING, LET, LEVEL OF EDUCATION, MATHEMATICS, MENTOR TEACHERS, MENTORS, NATIONAL ASSESSMENTS, PHYSICAL CONDITION OF SCHOOLS, PROFESSIONAL DEVELOPMENT, QUALIFIED TEACHERS, QUALITY OF EDUCATION, QUALITY TEACHERS, SCHOOL CAREER, SCHOOL LEADERS, SCHOOL LEVEL, SCHOOL NETWORKS, SCHOOL PERFORMANCE, SCHOOL PRINCIPALS, SCHOOL QUALITY, SCHOOL SYSTEM, SCHOOL SYSTEMS, SCHOOL TEACHER, SCHOOL TEACHERS, SCHOOLING, SCHOOLS, SCIENCE TEACHERS, 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 EVALUATION, STUDENT GROUPS, STUDENT LEARNING, STUDENT OUTCOMES, STUDENT PERFORMANCE, STUDENT TEACHERS, STUDENT-TEACHER RATIOS, SUBJECT MATTER, SUBJECT MATTER KNOWLEDGE, SUBJECTS, SUPPLY OF TEACHERS, TEACHER, TEACHER APPRAISAL, TEACHER CANDIDATES, TEACHER DEPLOYMENT, TEACHER EDUCATION, TEACHER EVALUATIONS, TEACHER INCENTIVES, TEACHER MANAGEMENT, TEACHER PAY, TEACHER PERFORMANCE, TEACHER PREPARATION, TEACHER PROFESSIONAL DEVELOPMENT, TEACHER QUALITY, TEACHER TEACHER, TEACHER TRAINING, TEACHER TRAINING PROGRAMS, TEACHER TURNOVER, TEACHERS, TEACHING, TEACHING EXPERIENCE, TEACHING METHODS, TEACHING PRACTICE, TECHNICAL TRAINING, TRAINING COLLEGE, TRAINING PROGRAMS, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2012/01/20134905/saber-teacher-country-report-guyana-2012 http://hdl.handle.net/10986/20166
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