Bulgaria School Autonomy and Accountability

In 2011, the World Bank Group commenced a multi-year program designed to support countries in systematically examining and strengthening the performance of their education systems. Part of the World Bank’s new education sector strategy, this evidence based initiative, called saber systems approach for better education results (SABER), is building a toolkit of diagnostics for examining education systems and their component policy domains against global standards, best practices, and in comparison with the policies and practices of countries around the world. By leveraging this global knowledge, the SABER tools fill a gap in the availability of data and evidence on what matters most to improve the quality of education and achievement of better results. This report discusses the results of applying the SABER school autonomy and accountability (SAA) tool in Bulgaria.

Bibliographic Details

Main Author:	World Bank Group
Format:	Report biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2014-01
Subjects:	SKILLS, EDUCATIONALOUTCOMES, EDUCATIONMANAGEMENT, QUALITYEDUCATION, SCHOOL SYSTEM, LEARNING OUTCOMES, BASIC EDUCATION, TEACHERS, EDUCATION MANAGEMENT, SCHOOL COUNCIL, SECONDARYSCHOOLS, EDUCATION OFFICES, ILLITERACY, SCHOOLING, PARENTAL PARTICIPATION, ACADEMICYEAR, PEDAGOGICAL PRACTICES, EDUCATION POLICY, EDUCATION ASSESSMENT, ETHNIC GROUPS, SCHOOL DECISION, SCHOOL LIFE, SCHOOLLEVEL, TEACHER PERFORMANCE, STUDENT PERFORMANCE, EDUCATIONSYSTEM, PUBLICSCHOOLSYSTEM, TEACHERSALARIES, COMMUNITY PARTICIPATION, PUBLICSCHOOL, REPEATERS, SCHOOLCONSTRUCTION, LITERACY, KNOWLEDGE, SCHOOLEDUCATION, LEARNING ENVIRONMENT, SCHOOLS WITH STUDENTS, VOCATIONAL SCHOOLS, ILLITERACY RATE, SCHOOL BUDGETS, TRAINING, EDUCATION POLICIES, SCHOOL PERFORMANCE, TEACHER TRAINING, SCHOOLPRINCIPALS, STUDENTLEARNING, PRIVATE SCHOOLS, NATIONAL EDUCATION POLICIES, HIGHEREDUCATION, COMMUNITYPARTICIPATION, SCHOOLLEVELS, LEARNINGOUTCOMES, PUBLICEXPENDITUREONEDUCATION, LEVELOFEDUCATION, SCHOOL AUTONOMY, LEARNING, EDUCATION SYSTEM, SCHOOLAUTONOMY, STUDENTACHIEVEMENT, SCHOOLͲLEVEL, PUBLIC SCHOOL SYSTEM, EDUCATION ATTAINMENT, MUNICIPAL SCHOOLS, TEACHING, PRIMARYSCHOOLS, SCHOOL LEVEL, SCHOOLCOUNCIL, PROBLEM SOLVING, TEACHER MANAGEMENT, STUDENTASSESSMENT, SCHOOLIMPROVEMENT, EDUCATION SYSTEMS, READING, SCHOOL MANAGEMENT, SCHOOLDIRECTORS, SCHOOL YEAR, STUDENT ASSESSMENT, NATIONAL ASSESSMENT, BASIC EDUCATION SYSTEM, SCHOOLSYSTEM, PARENTALCHOICE, ENROLLMENT OF STUDENTS, VALUES, SCHOOLS, COMMUNITY SCHOOLS, PRIMARYEDUCATION, TEACHERUNIONS, EDUCATIONAUTHORITIES, NATIONALASSESSMENT, TEACHER HIRING, SCHOOL LEADERS, EDUCATIONAL QUALITY, SCHOOL STAFF, NATIONAL EDUCATION, SCHOOL COUNCILS, SCHOOLMANAGEMENT, STUDENTASSESSMENTS, SCHOOLͲ SYSTEMS, STUDENT ASSESSMENTS, SCHOOLCOUNCILS, NATIONALASSESSMENTS, SCHOOL POLICIES, EDUCATION GOALS, VOCATIONALSCHOOLS, TEACHER, EDUCATIONAL OUTCOMES, SCHOOLGOVERNANCE, PRIVATESCHOOLS, SCHOOL PERSONNEL, PARTICIPATION OF PARENTS, SCHOOL DIRECTORS, SCHOOL ACTIVITIES, STUDENTPERFORMANCE, TEACHER RATIO, SCHOOLPERSONNEL, EDUCATION, STUDENT TEACHER RATIO, SCHOOL OPERATIONS, PEDAGOGICAL STAFF, PUBLIC SCHOOL, PUBLIC SCHOOLS, SCHOOL GOVERNANCE, PRIMARYSCHOOL, SCHOOL EDUCATION, NUMBER OF STUDENTS, IMPACTOF EDUCATION, SECONDARYEDUCATION, EDUCATIONSYSTEMS, PARTICIPATION IN SCHOOLS, SCHOOLACTIVITIES, GLOBAL EDUCATION, SCHOOL INSPECTIONS, SCHOOLCOMMITTEE, SCHOOL, PEDAGOGICALSTAFF, VOCATIONALSCHOOL, STUDENT LEARNING, PUBLICEXPENDITURE,
Online Access:	http://documents.worldbank.org/curated/en/2015/10/25145614/saber-school-autonomy-accountability-country-report-bulgaria-2014 https://hdl.handle.net/10986/23004
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