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Manual for SABER-SF Exercise
No full textSABER–School Feeding (SABER-SF) is a
useful approach to assessing the school feeding policy
situationand systems in any country to identify the gaps and
plan appropriate capacity development plans and/orroad maps
with the government and other stakeholders. It helps
countries strengthen their national schoolfeeding programs
and/or transition to national school feeding programs with
solid policies and systemswhen applicable, and assess
progress of implementing each indicator. This manual aims to
assist users (government institutions, PCD, World Bank, WFP,
and otherstakeholders) to understand, plan, and implement
the SABER-SF exercise at the country level. It builds upon
the experiences from national SABER-SF workshops held during
2014. The SABER-SF exercise should be as inclusive as
possible to ensure broad ownership and support for its
implementation. SABER consists of a structured questionnaire
whose responses are determined based on consultation with
representatives from relevant stakeholders. Stakeholder
engagement and consensus building are integral parts of the
SABER process as described in this manual. The manual
contains a brief explanation of SABER-SF in section two,
followed by a discussion in section three of the preparation
of the SABER-SF exercise and data collection procedures.
Section four explains theme thodology and planning process
for a SABER-SF workshop, completion of the questionnaire
(and the rationale behind each question or set of
questions), and how to use each of the SABER-SF tools
includingthe Framework Rubrics and the Scoring Rubrics.
Section five covers the process of publicizing the SABERSF
report, and section six talks about planning for next steps
after the SABER-SF exercise. Section 7provides a timeline
for implementing the SABER-SF exercise and quality assurance
measures. The manual also includes an annex with the
SABER-SF questionnaire and the Framework Rubrics. The annex
alsodetails ways to contact the SABER team at the World Bank
for any questions or comments in addition toa list of
additional resources
SABER Country Report 2014
No full textThis report presents results of the
application of SABER teachers in Moldova. It describes
Moldova’s performance in 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. Additional detailed
descriptive information on Moldova’s and other education
systems’ teacher policies can be found on the SABER
teacher’s website. Data presented here are as of July 2014
La Aventura del Saber, TVE
No full textEntrevista para el programa de formación y divulgación "La Aventura del Saber", Televisión Española (Duración: 8 min. 14 seg.)Peer reviewe
Polinômios de "saber a ensinar" a "saber ensinado" em 7ª série
Get PDFTCC (graduação) - Universidade Federal de Santa Catarina, Centro de Ciências Físicas e Matemáticas, Curso de Matemática.Nosso objetivo neste trabalho é conhecer como o objeto "Polinômio" se apresenta como saber a ensinar, a nível de Graduação, e como saber ensinado, a nível de Ensino Fundamental. Fizemos para isto, um breve estudo de Transposição Didática. Também, buscamos evidenciar elementos da concepção dos alunos de 7' série do Ensino Fundamental sobre "Polinômios", bem como identificar dificuldades no tratamento algébrico de situações problemas. Nosso estudo tem como referencial teórico elementos da Teoria An tropológica do Saber da Didática da Matemática. Esta teoria permite identificar como o conteúdo é trabalhado em uma Instituição
SABER Country Report 2013
No full textA new tool, systems approach for better
education results (SABER) teachers, aims to help fill the
gap by collecting, analyzing, synthesizing, and
disseminating comprehensive information on teacher policies
in primary and secondary education systems around the world.
SABER teacher's 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 those policies that research evidence to
date has shown to have a positive effect on student
achievement. SABER teachers analyzes the teacher policy data
collected to assess each education system's progress in
achieving eight teacher policy goals: (1) setting clear
expectations for teachers; (2) attracting the best into
teaching; (3) preparing teachers with useful training and
experience; (4) matching teachers' skills with
students' needs; (5) leading teachers with strong
principals; (6) monitoring teaching and learning; (7)
supporting teachers to improve instruction; and (8)
motivating teachers to perform. By classifying countries
according to their performance on each of the eight teacher
policy goals, SABER teachers can help diagnose the key
challenges that countries face in ensuring they have
effective teachers
A relação com a escola e o saber escolar: um estudo com alunos em situação de distorção série/idade
Get PDFDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação. Programa de Pós-Graduação em Educação.A dissertação que apresentamos foi fundamentada em uma pesquisa que objetivou conhecer e analisar qual a relação que os alunos, que se encontram em defasagem série/idade escolar, têm com a escola e o saber escolar. Para desenvolver esse trabalho selecionamos um grupo de estudantes da 7ª série do Ensino Fundamental de uma escola da rede pública do ensino municipal de Paulo Lopes - Santa Catarina. O estudo configurou-se em três dimensões básicas: a história escolar dos alunos em situação de distorção série/idade; a relação com o saber e com escola; o sentido da escola e sua relação com o saber. Na construção dessa dissertação contou-se com o apoio de diversos autores, entre eles : Soares (1994), Sampaio (1998); Patto (1999); Zago (2000) e especialmente Charlot (2000, 2001, 2002); que discute, de forma mais específica, a relação com o saber e a escola. Os procedimentos metodológicos definem uma pesquisa de natureza predominantemente qualitativa. A coleta de dados contou com um questionário para caracterização da população estudada e de entrevistas. O material analisado compreendeu um conjunto de categorias temáticas para nos permitir aprofundar o estudo sobre a relação com a escola e com o saber. Em geral os alunos não vêem a escola como lugar central de construção do saber, mas um lugar aonde se vai para mais tarde adquirir um bom emprego, ter um futuro melhor. Isto é, vêem a escola enquanto relação profissional. O estudo desenvolvido indica a necessidade de aprofundar o estudo de temas voltados para as dimensões do prazer e do sentido de estudar e de ir à escola. Os resultados dessa investigação deverão contribuir na compreensão do chamado "fracasso escolar"
SABER Tools as a Framework for Education System Assessment
Get PDFThe World Bank Group’s Systems Approach
for Better Education Results (SABER) initiative produces
data on education system policies and institutions, analyzes
and evaluates their quality, and provides decision makers
and stakeholders with an assessment that fosters structured
and informed policy dialogue on how to most effectively
strengthen education systems. During its tenure, SABER has
grown rapidly to become a key component in the design of
education programming across the globe, providing countries
with quality data and information. By generating a broader
knowledge base on education systems worldwide, these tools
are helping reform education at the country level while also
building a high-quality knowledge base for education reforms
at the global level. SABER materials, including framework
and other background documents, user manuals,
questionnaires, rubrics, as well as country reports and
analytical papers, are made publicly available to encourage
widespread use of SABER tools and publications, helping to
strengthen education policy development and reform. The
openness of SABER methodology and data also enables
stakeholders to adapt SABER tools in a way that is relevant
to their individual needs. The World Bank Group’s education
team in China, in collaboration with researchers at the
Shanghai Normal University, recently published a report ‘how
Shanghai does it: insights and lessons from the
highest-ranking education system in the world’, which uses
SABER as a framework to organize and benchmark education
policies across several areas of the education system. The
findings of the report and the related analyses were
highlighted during the global conference on equity and
excellence in basic education in Shanghai in May 2016
SABER-School Finance : Data Collection Instrument
No full textThe aim of the SABER-school finance
initiative is to collect, analyze and disseminate comparable
data about education finance systems across countries.
SABER-school finance assesses education finance systems
along six policy goals: (i) ensuring basic conditions for
learning; (ii) monitoring learning conditions and outcomes;
(iii) overseeing service delivery; (iv) budgeting with
adequate and transparent information; (v) providing more
resources to students who need them; and (vi) managing
resources efficiently. SABER-school finance will document
how education is financed by national, subnational, local
governments, and schools
SABER Country Report 2012
Get PDFAlthough the availability of financial
resources does not guarantee quality education, it is
impossible to achieve this goal without adequate resources
which often come from public sources. Understanding how to
use resources for education wisely should thus be a top
priority for education policymakers. Systems approach for
better education results (SABER) school finance informs this
conversation with a focus on the policies that drive
performance in a school finance system. SABER school finance
collects, analyzes, synthesizes, and disseminates
comprehensive information on school finance policies in
primary and secondary education across a range of different
education systems. To describe the essential functions of an
education finance system, SABER school finance collects
information in five data collection areas: (i) school
conditions and resources; (ii) allocation mechanisms; (iii)
revenue sources; (iv) education spending; and (v) fiscal
control and capacity. SABER school finance determines the
extent to which the system effectively provides resources so
that all children can learn, using six policy goals widely
shared across countries: (i) ensuring basic conditions for
learning; (ii) monitoring learning conditions and outcomes;
(iii) overseeing service delivery; (iv) budgeting with
adequate and transparent information; (v) providing more
resources to students who need them; and (vi) managing
resources efficiently. This country report uses this
framework to characterize and assess the education finance
system in Jamaica
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