The World Bank's SABER: A Critical Analysis

Autor/inn/en	Klees, Steven J.; Ginsburg, Mark; Anwar, Hiba; Robbins, Melanie Baker; Bloom, Heidi; Busacca, Cameron; Corwith, Anne; Decoster, Brendan; Fiore, Amanda; Gasior, Stephanie; Le, Hang M.; Primo, L. Heidi; Reedy, Timothy D.
Titel	The World Bank's SABER: A Critical Analysis
Quelle	In: Comparative Education Review, 64 (2020) 1, S.46-65 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/706757
Schlagwörter	International Organizations; Benchmarking; Educational Development; Best Practices; Developing Nations; Institutional Autonomy; Accountability; Teacher Effectiveness; Global Approach; Systems Approach; Educational Improvement; Educational Indicators; Cross Cultural Studies; Criticism; Elementary Secondary Education; Banking + Suchen Sie Ihr Suchwort? International organisation; International organisations; International organization; Internationale Organisation; Bildungsentwicklung; Developing country; Developing countries; Entwicklungsland; Institutionelle Autonomie; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Globales Denken; Systemischer Ansatz; Teaching improvement; Unterrichtsentwicklung; Educational indicato; Bildungsindikator; Cultural comparison; Kulturvergleich; Kritik; Bankgeschäft
Abstract	The World Bank's Systems Approach for Better Education Results (SABER) purports to benchmark developing country education systems against global best practices. SABER covers 13 topics, called "domains," and has produced over 16,000 indicators of what the Bank considers best practice and applied them in over 130 countries. Yet this massive effort has received hardly any critical scrutiny. In this article, we argue that this search for global best practice is fundamentally flawed. We apply Gita Steiner-Khamsi's three façades of universality, precision, and rationality to problematize the search for best practice, both in general and specifically in SABER. We then critique the Bank's analysis of three of SABER's 13 domains: Teachers, School Autonomy and Accountability, and Engaging the Private Sector. We conclude by connecting this to broader critiques of the Bank and some of the new directions envisioned for SABER. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01