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Evidence on the impacts of many teacher policies remains insufficient and scattered, and the impact of many reforms depends on specific design features. In addition, teacher policies can have very different impacts, depending on the context and other education policies in place. Systems approach for better education results (SABER) - teachers, aims to help fill this gap by collecting, analyzing, synthesizing, and disseminating comprehensive information on teacher policies in primary- and secondary-education systems around the world. SABER - teachers collects data on 10 core teacher policy areas to offer a comprehensive, descriptive overview of the teacher policies that are in place in each participating education system. To offer informed policy guidance, SABER - teachers analyzes the information collected to assess the extent to which the teacher policies of an education system are aligned with policies shown by research evidence to have a positive effect on student achievement. This report presents results of the application of SABER - teachers in Morocco. It describes Morocco's performance for each of the eight teacher policy goals, alongside comparative information from education systems that have consistently scored high results in international student achievement tests and have participated in SABER - teachers.

Economics of Education --- Education --- Education Finance --- Education Reform --- Teacher Training

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Focus on Performance - World Bank Support to Higher Education in Latvia. Volume 1: System-Level Funding Since 2013, the World Bank has supported the Latvian government through a succession of advisory work focusing on performance at different levels of the higher education sector. This publication focuses on the development of a performance-based, system-level funding model for the higher education sector in Latvia and consists of three reports: i) Higher Education Financing in Latvia: Analysis of Strengths and Weaknesses; ii) Assessment of Current Funding Model's "Strategic Fit" with Higher Education Policy Objectives; and iii) Higher Education Financing in Latvia: Final Report. Volume 2: Internal Funding and Governance Since 2013, the World Bank has supported the Latvian government through a succession of advisory work focusing on performance at different levels of the higher education sector. This publication focuses on the analysis of university-internal higher education funding and governance, followed changes at the system-level funding model. It consists of three reports: i) International Trends and Good Practices in Higher Education Internal Funding and Governance; ii) Internal Funding and Governance in Latvian Higher Education Institutions: Status Quo Report; and iii) Internal Funding and Governance in Latvian Higher Education Institutions: Recommendations.. Volume 3: Academic Careers Since 2013, the World Bank has supported the Latvian government through a succession of advisory work focusing on performance at different levels of the higher education sector. This publication focuses on the analysis of the doctorate and human resource policies and on improving academic careers. It consists of three reports: i) Academic Careers: Learning From Good International Practice; ii) Academic Careers In Latvia: Status Quo Report; iii) Academic Careers In Latvia: Recommendations.

Economics of Education --- Education --- Education Finance --- Higher Education --- Tertiary Education

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This education sector public expenditure review (PER) aims to respond to policy questions on the mind of the Jordanian Ministry of Education (MOE) using data readily available to the Ministry as well as common analytical techniques. Despite impressive achievements in terms of access to education, policymakers in Jordan are keenly aware of the relatively low student learning outcomes in the country. This PER uses available MOE Education Management Information System (EMIS) and Ministry of Finance (MOF) budget data, in addition to other readily available sources of data, to shed light on the performance of the Jordanian education system and address policymakers' concerns. The EMIS currently includes data by school on numbers of teachers and students; physical attributes such as land area, buildings, and classrooms; in addition to the school's geographic location, type, and supervising authority. The present EMIS therefore allows for relatively detailed analysis of the Jordanian schooling system, as will be shown in this report. However, the EMIS also entails shortcomings, as it does not allow for calculation of repetition and drop-out rates, for example, nor does it include any school financial data. The present report begins by describing the achievements as well as shortcomings of Jordan's education system (Section two); Section three describes the current education learning environment, including some detail on the basic system attributes of school size, class size, and student-teacher ratio; Section four then turns to public education spending and its allocation across capital and recurrent spending, as well as the costs associated with the Syrian crisis; Section five hones in on teacher compensation in particular, given its large share in spending; and Section six provides resulting recommendations and international good practice for policymakers' consideration.

Economics of Education --- Education --- Education Finance --- Primary Education --- Secondary Education

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The Ethiopian labor market is facing the dual challenge of creating new employment opportunities for the rapidly expanding labor force and improving the quality of existing jobs in the labor market. In this paper, the authors estimate an earnings function for the urban wage-employed to understand how investment in human capital shapes labor market outcomes and to what extent human capital returns have been realized. Their key findings show that there are significant gains associated with acquiring higher levels of education in the urban labor market. Interestingly, the authors also find that the margin of completed primary compared to incomplete primary education is critical in explaining earning gains. This finding has important implications for education policies in Ethiopia, a country in which about five percent of gross domestic product (GDP) is invested on education annually with nearly half of the budget ear-marked for tertiary level education. Understanding the returns from various levels of education, in different sectors, regions, as well as gender gaps in earning are critical to think about public investment choices and labor market policies that can support nudging market inclusiveness, equity, and efficiency. Investments by the government aimed at incentivizing completion of primary education can go a long way in ensuing higher wages and improving standards of living in Ethiopia.

Economics of Education --- Education --- Labor Markets --- Returns To Education --- Social Protections and Labor --- Urban Labor Market

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Using individual data from over 400 surveys, this paper compiles a global database of intergenerational mobility in education for 153 countries covering 97 percent of the world's population. For 87 percent of the world's population, it provides trends in intergenerational mobility for individuals born between 1950 to 1989. The findings show that absolute mobility in education-the share of respondents that obtains higher levels of education than their parents-is higher in the developed world despite the higher levels of parental educational attainment. Relative mobility-measuring the degree of independence between parent and child years of schooling-is also found to be greater in the developed world. Together, these findings point to severe challenges in intergenerational mobility in the poorest parts of the world. Beyond national income levels, the paper explores the correlation between intergenerational mobility and a variety of country characteristics. Countries with higher rates of mobility have (i) higher tax revenues and rates of government expenditures, especially on education; (ii) better child health indicators (less stunting and lower infant mortality); (iii) higher school quality (more teachers per pupil and fewer school dropouts); and (iv) less residential segregation.

Economics of Education --- Education --- Education Finance --- Gender --- Gender and Development --- Inequality --- Intergenerational Mobility --- Poverty Reduction