Education Systems in Action : Transforming Data into Education Policy Implementation – SABER Annual Report 2019
Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.
Slug
international-organizations
Core employability skills build upon and strengthen the skills developed through basic education; the technical skills needed for specific occupations or to perform specific tasks or duties (such as nursing, accounting, using technology or driving a forklift); and professional/personal attributes such as honesty, reliability, punctuality and loyalty.
Core work skills enable individuals to constantly acquire and apply new knowledge and skills; they are also critical to lifelong learning. Various agencies and organizations have given different labels to these skills, ranging from “key competencies” to “soft skills”, “transferable skills” or “essential skills”.
Slug
core-skills-and-literacy
Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues.
The SABER-UF was created in 2013 as a Multi-Donor Trust Fund (MDTF) to enable partners and donors to enhance and extend the work done previously by the SABER program, which aimed to help countries strengthen their education systems through the provision of public goods designed to capture education policies and their implementation. Since its inception, and with the support of the Australian government’s Department of Foreign Affairs and Trade (DFAT) and the United Kingdom’s Department for International Development (DFID), SABER has assisted countries in conducting a thorough inventory of their critical education policy gaps, based on global evidence of what works to improve learning. The SABER policy intent tools had been completed and applied in dozens of countries. The new phase of the SABER Trust Fund is focused on aspects of service delivery and the generation of broader metrics of education system performance. With new commitments from the Bill and Melina Gates Foundation (BMGF) and DFID, SABER has evolved from its focus from policy domain specific to a more holistic approach in 2018, as a response to governments’ greater attention to accelerating foundational learning and the WBG’s new education policy approach.
The year 2019 marked the first year of the new phase of the SABER program, which has progressed to develop and provide technical assistance in relation to streamlined initiatives such as the Global Comparability of Learning Outcomes (GCLO), to make learning data from different assessments comparable across countries; the multidimensional Global Education Policy Dashboard (GEPD), to assess the capacity and performance of the education systems in client countries in terms of how well their practices (or service delivery), policies, and politics are oriented toward learning and attainment for all children; and the Education Policy Design Labs (EPDLs), to guide the identification of the most binding constraints to learning and the selection of interventions to tackle those binding constraints in a given country context. Moving forward, in 2020 SABER intends to continue supporting client countries in the deployment of these new initiatives at the country level to improve education system performance to achieve better outcomes, through the collection and validation of data, production and dissemination of web data, policy dialogue, country-based and regional capacity development, expansion of learning assessment coverage, and upstream support based on international good practices to inform the design of reforms, programs, or projects. These are core to the new Foundational Learning Compact (FLC), which underlies the emerging new comprehensive WBG strategic approach to help countries build strong systems that are constructed with a focus of achieving universal foundational learning.
