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Across the globe, the author see increasing interest in attracting, retaining, developing, and motivating great teachers. Student achievement has been found to correlate with economic and social progress. Recent studies have shown that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students. However, establishing the right teacher policies to ensure that every classroom has a motivated, supported, and competent teacher remains a challenge; evidence on the impacts of many teacher policies remains insufficient and scattered, the impact of many reforms depends on specific design features, and teacher policies can have very different impacts depending on the context and the education policies in place. The main focus of SABER-teachers is on policy design, rather than on policy implementation. SABER teachers analyzes the teacher policies formally adopted by education systems. However, policies 'on the ground,' that is, policies as they are actually implemented, may differ quite substantially from policies as originally designed. In fact, they often do differ, because of the political economy of the reform process, lack of capacity of the organizations in charge of implementing them, or the interaction between these policies and specific contextual factors. Since SABER-Teachers collects limited data on policy implementation, the assessment of teacher policies presented in this report needs to be complemented with detailed information that describes the actual configuration of teacher policies on the ground.

Access to Information --- Accreditation --- Computer Literacy --- Curriculum --- Education --- Education For All --- Employment --- Expenditures --- Higher Education --- Human Capital --- Investment In Education --- Knowledge --- Literacy --- Primary Education --- Quality Assurance --- Quality of Education --- Scholarships --- School Administration --- Schools --- Secondary Education --- Small Schools --- Student-Teacher Ratio --- Teacher Salaries --- Teacher Training --- Teachers --- Tertiary Education --- Universities

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Over the last decade, the Government of the Philippines has embarked on an ambitious education reform program to ensure that all Filipinos have the opportunity to obtain the skills that they need to play a full and productive role in society. The government has backed up these reforms, particularly over the last five years, with substantial increases in investment in the education sector. Between 2010 and 2015, spending on basic education increased by 60 percent in real terms, and per student funding levels has increased considerably. Increases in the availability of key inputs have also significantly increased access to basic education. The results showed that the quality of education in the country was low, with only around one-third of elementary and secondary school students being able to reach the lowest international benchmark in mathematics. Recent detailed studies of education spending in the Philippines have confirmed the need for more spending to enable existing schools to meet national education norms and standards. The purpose of this study is to assess the quality of basic education services and the systems used to allocate and manage public education resources. While small-scale qualitative studies have been conducted to look at particular public funding flows, there has been no previous attempt to comprehensively assess the strengths and weaknesses of the systems that manage and govern the use of public education funding. This study aims to fill this gap and to provide detailed evidence on the extent to which these systems are effective in handling key items of public spending. The study also aims to provide a snapshot of the availability and quality of key education inputs at the school level and to evaluate whether these resources are distributed equitably across schools. The outline of the report provides the context of the study and documents recent trends in basic education spending. It also shows in detail how recent spending increases have affected education outcomes. In line with agreements between the study team and key stakeholders while the study was being designed, the findings are presented as a series of seven policy notes: Policy Note 1: Assessing Systems for Hiring and Deploying Teachers reports on new teacher allocations, hiring processes, and salaries. Policy Note 2: Developing a Proficient and Motivated Teacher Workforce reports on the funds available for and the provision of professional development opportunities for teachers. Policy Note 3: Building Better Learning Environments reports on school infrastructure spending. Policy Note 4: Assessing School-based Management evaluates how well school-based management institutions and processes are working. Policy Note 5: Providing Schools with Adequate Resources to Deliver Quality Education reports on the provision and use of funds to cover school maintenance and operating expenses (MOOE). Policy Note 6: Assessing the Role Played by Local Government in Supporting Basic Education reports on the funding provided for basic education by local governments. Policy Note 7: Understanding the Drivers of Public School Performance and Efficiency examines school efficiency and explores associations between efficiency, performance, and the explanatory factors highlighted in the other policy notes. Finally, a short conclusion draws together the key findings and policy recommendations contained in the separate policy notes.

Access to Education --- Curriculum --- Early Childhood --- Early Childhood Education --- Education --- Education For All --- Educational Attainment --- Educational Outcomes --- Enrollment Rates --- Human Development --- Investment In Education --- Knowledge --- Parent-Teacher Associations --- Primary Education --- Private Education --- Quality of Education --- Returns to Education --- Sanitation --- School Attendance --- School Construction --- Schools --- Secondary Education --- Small Schools --- Student-Teacher Ratio --- Teacher Salaries --- Teacher Training --- Teachers --- Textbooks

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This paper considers the effects of a gender-targeted conditional cash transfer program for girls in classes 6 to 8. It finds that the program is successful in increasing the enrollment of girls in classes 6 to 8 as intended. It also finds evidence to suggest that the program generated positive spillover effects on the enrollment of boys. This success does, however, appear to be poised to come at a cost. The student-teacher ratio in treated districts is also climbing. This suggests that in the absence of active steps to address these increasing student-teacher ratios, instructional quality is likely to suffer. The success of the program appears to be driven by enrollment increases in urban schools. This suggests the need for a reassessment of the targeting criteria in rural schools.

Attendance requirement --- Education --- Education For All --- Education Reform and Management --- Education Sector --- Enrollment --- Enrollment figures --- Enrollment of girls --- Female enrollment --- Female students --- Gender disparity --- Girls --- Literacy --- Primary Education --- Primary school --- Primary schools --- Rural areas --- Rural schools --- Schooling --- Schools --- Student teacher ratio --- Student-teacher ratios --- Teachers --- Teaching --- Teaching and Learning --- Tertiary Education

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The labor force in Liberia is quite young. Youth aged 15 to 34 constitute over a third of thepopulation in Liberia and are somewhat concentrated in urban areas, according to the 2008census. These youth represent both a demographic dividend and a concern. The educational attainment of Liberian youth is steadily improving but remains low on average.Youth recognize that their lack of skills and experience are impediments to employment.The objective of this report is to assess youth skills development in Liberia.Given the composition of Liberia's economy and the concentration of the labor force outside formal employment, this report has a particular focus on skill development in vocational trades and the informal sector. This report comprises three analyses. Section Two constructs a profile of Liberian youth from existing administrative data are studied to enable a more detailed understanding of the current skill levels among working youth. Section Three first assesses skills development providers based on new survey data summarizes the results of original analysis carried out on data collected on a sample of 139 skill providers' training offerings, capacity, target beneficiaries, and other criteria. Next section three goes on to present young trainees' perceptions of skills development opportunities and limits, based on 354 interviews with recent trainees. This report contributes to the Government of Liberia's Agenda for Transformation (AfT) and the World Bank's Country Partnership Strategy (CPS) 2013-2017. Both recognize that inadequate skills and vulnerable employment are key constrictions on rapid, inclusive and sustainable growth.This report provides practical recommendations that align with pillars of the National Technical and Vocational Education and Training (TVET) Policy 2015-2020. This report makes recommendations specific to three pillars: promoting productivity in the agricultural sector through TVET, promoting productivity in the informal sector through TVET, and financing TVET.

Access & Equity in Basic Education --- Children --- Curriculum --- Disadvantaged Groups --- Education --- Education for All --- Education for the Knowledge Economy --- Educational Attainment --- Higher Education --- Human Development --- Improving Labor Markets --- Knowledge --- Literacy --- Primary Education --- Quality of Education --- Reading --- Returns to Education --- Sanitation --- School Attendance --- Schools --- Secondary Education --- Skills Development and Labor Force Training --- Social Protection and Risk Management --- Social Protections and Labor --- Student-Teacher Ratio --- Teachers --- Textbooks --- Women --- Youth

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In 2009, the Mexican state of Colima implemented a low-stakes accountability intervention with diagnostic feedback among 108 public primary schools with the lowest test scores in the national student assessment. A difference-in-difference and a regression discontinuity design are used to identify the effects of the intervention on learning outcomes. The two alternative strategies consistently show that the intervention increased test scores by 0.12 standard deviations only a few months after the program was launched. When students, teachers, and parents in a school know that their scores are low, and this triggers a process of self-evaluation and analysis, the process itself may lead to an improvement in learning outcomes. Information on quality, without punitive measures but within a supportive and collaborative environment, appears to be sufficient to improve learning outcomes.

Academic areas --- Academic year --- Achievement --- Age-grade distortion --- Average number of students --- Average score --- Average test scores --- Classroom --- Classrooms --- College --- Community schools --- Curriculum --- Decentralization --- Diplomas --- Economics of education --- Education --- Education authorities --- Education for all --- Education of teachers --- Education policies --- Education programs --- Education services --- Education system --- Educational authorities --- Educational programs --- Effective schools & teachers --- Exam --- Future research --- Girls --- Goals --- Grade retention --- Grade schools --- Graduate --- Graduate diploma --- Groups --- Innovative education --- Interventions --- ITS --- Knowledge --- Learning --- Learning outcomes --- Let --- Literacy --- Math scores --- Math test --- Ministry of education --- Mobility --- National educational programs --- National school --- Number of schools --- Number of students --- Number of teachers --- Online access --- Open access --- Papers --- Pedagogical tools --- Performance in math --- Performance of schools --- Primary education --- Primary schools --- Principals --- Public primary schools --- Public school --- Public school teachers --- Public schools --- Quality education --- Quality of education --- Quality of education services --- Report cards --- Research --- School --- School census --- School directors --- School improvement --- School improvement plan --- School improvement program --- School leaders --- School level --- School performance --- School principals --- School quality --- School size --- School supervision --- School supervisors --- School system --- School teachers --- School year --- Schooling --- Schools --- Science --- Secondary education --- Skills --- Standardized tests --- State education --- Statistics --- Strategies --- Student --- Student achievement --- Student assessment --- Student learning --- Student learning outcomes --- Student mobility --- Student outcomes --- Student performance --- Student population --- Student-Teacher ratio --- Student/teacher ratio --- Students --- Studies --- Study --- Subject areas --- Subjects --- Teacher --- Teacher ratio --- Teacher unions --- Teachers --- Teaching --- Tertiary education --- Test scores --- Tests --- Training --- Tuition --- University --- University degree