What Matters Most for Tertiary Education : A Framework Paper
The main objective of this paper is to outline what policies matter most for an effective tertiary education (TE) system. It is crucial to ask not simply whether a system is working, but whether it is working to cope with current and expected deman...
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| Language: | English en_US |
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World Bank, Washington, DC
2017
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| Online Access: | http://documents.worldbank.org/curated/en/810531492510364854/SABER-tertiary-education-What-matter-most-for-tertiary-education-a-framework-paper http://hdl.handle.net/10986/26516 |
| Summary: | The main objective of this paper is to
outline what policies matter most for an effective tertiary
education (TE) system. It is crucial to ask not simply
whether a system is working, but whether it is working to
cope with current and expected demand in nations across the
world. The paper presents the conceptual background and
operational tools of the Systems Approach for Better
Education Results (SABER)-TE domain. These tools are
intended to be used by government education policy makers to
assess policy areas of relevance to a country’s tertiary
education system, benchmarking national policies against
international best practices. The instruments are designed
to be sensitive not only to the aggregation and benchmarking
of best practices, but also to the disaggregation of the
often-unintended effects of traditional tertiary education
policies and practices. SABER-TE is intended to collect,
synthesize, and disseminate comprehensive information on
tertiary education to enable policy makers, the World Bank
Group (WBG) staff, and development partners to learn how
countries address similar policy challenges. The paper first
provides a historical perspective on the World Bank’s
involvement in tertiary education. Next, it discusses the
importance that tertiary education has in today’s society
and presents a brief review of the most significant issues
and trends in tertiary education worldwide. In the second
part of the document, the SABER-TE guiding principles are
discussed, as well as the policy areas that the framework
assesses. The document then describes instruments for data
collection; a rubric for scoring, benchmarking, and
analyzing the data; and methodological approaches for
collecting and disseminating the findings of a SABER-TE assessment. |
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