Groups of schools, usually in isolated areas, which work together to share resources and to allow teachers to share experiences and professional practices, with the aim of improving their teaching materials and skills. Clusters are often served by shared teacher resource centres.

All forms of information sharing, consultation and negotiation between educational authorities, public and private, and teachers and their unions/associations.

An  international  non-profit  developmental   organization   of 15 Ministries of Education in Southern and Eastern Africa, who apply scientific methods to monitor and evaluate the conditions of schooling and the quality of education.

A person, group or organization that has an interest or concern in, or can be affected by the results of, a particular action, objective, system or policy. It is good practice to consult and involve all stakeholders in decisions which affect them.

Expectations about teachers’ knowledge, competences, attributes and performance, which describe what good teaching is in a given context and what teachers need to know and be able to do in order to implement good teaching.

World Bank’s initiative to produce comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems. Teacher is one of the policy domains focused by SABER. SABER-Teachers documents and analyses the teacher policies that govern public schools in education systems around the world, in both developing and developed countries.