#Sabre client base training documentation drivers#
SABER 2.0: Measuring learning and its drivers However, scaling up the use of these instruments is difficult and costly. These efforts resulted in a large body of tools and information to help countries diagnose constraints in education systems. Later SABER began developing a framework for measuring and analyzing service delivery at the school level, providing a much-needed feedback loop to help countries hone their policies and institutions to better meet their education goals such as SABER Service Delivery, Teach, and In-Service Teacher Training Survey Instrument (ITTSI).
SABER initially focused on assessing how well a country’s education policies and institutions aligned with its education goals, and benchmarked these policies against global evidence of what works to improve learning. The tools themselves have been refined over the years, and new ways of analyzing education systems have been incorporated to better capture what is happening in schools themselves. Countries identify which parts of the education system they want to assess and improve –for example, a government may want to understand what should be done to improve early childhood development– and then they work with the World Bank and other development partners to apply the relevant tools and analyze their related policies and institutions. Since its inception, SABER tools have been applied in over 100 countries to assess and benchmark education systems against global best practices, a fundamental step toward meaningful reforms. Learn more: The What, Why, and How of the SABER Who has applied SABER?Ĭountries from all regions of the world have applied SABER tools and have used SABER for policy dialogue and reform (see all relevant documents under Publications in the RELATED section). Information and Communication Technologies This validation has been quite extensive in its engagement of policymakers and stakeholders. The data have been collected in-country by local experts for 10 topics or domains (out of a total of 13, given that there are three cross-cutting themes that did not go through the data collection process -in italics below-), and verified through discussions with government counterparts before being used for country reports and made available publicly. A rubric for assessing progress toward identified goals, along with a questionnaire for collecting policy data, have been part of this framework document. The foundation for data collection has been a What Matters Framework Paper in each policy area-a thorough review of the global evidence that identifies the policies and institutions that matter most in promoting learning for all. In each education system area, SABER collected and analyzed policy data in ways that ensure rigorous and cross-country comparability. SABER helps define and analyze education systems by identifying and assessing the education policies that matter most in helping countries achieve education results and learning. This means making sure that the education system’s policies and institutions for governance, accountability, information, financing rules, and school management are all aligned with learning for all.
It recognizes that improving education requires much more than just increasing resources: it requires strengthening all factors that improve learning for all children and youth. The systems approach to education analysis and reform is at the heart of the World Bank’s Education Strategy 2020: Learning for All and the new Education Approach. It allows countries to conduct a thorough inventory of their education policies and institutions based on global best practices, as well as provides decisionmakers and stakeholders at all levels with tools for structured and effective policy dialogue. SABER is an initiative to produce comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems and the ultimate goal of promoting Learning for All. The Systems Approach for Better Education Results (SABER) was launched by the World Bank in 2011 to help fill this gap. But there was far less agreement on the education policies and programs most likely to create quality learning environments and improve student performance, especially among the disadvantaged.
In the past, there has been widespread agreement that education delivers skills that underpin students’ future learning and lead to greater social and financial mobility, increasing personal incomes and ultimately affecting a country’s economic growth and development.
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