Item history (LFriese, Fri Jul 14 2023 18:09:39 GMT+0100 (BST))

TY - RPRT
TI - What Do Teachers Know and Do? Does It Matter? Evidence from Primary Schools in Africa
AU - Bold, Tessa
AU - Filmer, Deon
AU - Martin, Gayle
AU - Molina, Ezequiel
AU - Rockmore, Christophe
AU - Stacy, Brian
AU - Svensson, Jakob
AU - Wane, Waly
T2 - Policy Research Working Paper
AB - School enrollment has universally increased over the past 25 years in low-income countries. However, enrolling in school does not guarantee that children learn. A large share of children in low-income countries learn little, and they complete their primary education lacking even basic reading, writing, and arithmetic skills—the so-called "learning crisis." This paper uses data from nationally representative surveys from seven Sub-Saharan African countries, representing close to 40 percent of the region's total population, to investigate possible answers to this policy failure by quantifying teacher effort, knowledge, and skills. Averaging across countries, the paper finds that students receive two hours and fifty minutes of teaching per day—or just over half the scheduled time. In addition, large shares of teachers do not master the curricula of the students they are teaching; basic pedagogical knowledge is low; and the use of good teaching practices is rare. Exploiting within-student, within-teacher variation, the analysis finds significant and large positive effects of teacher content and pedagogical knowledge on student achievement. These findings point to an urgent need for improvements in education service delivery in Sub-Saharan Africa. They also provide a lens through which the growing experimental and quasi-experimental literature on education in low-income countries can be interpreted and understood, and point to important gaps in knowledge, with implications for future research and policy design.
CY - Washington, DC
DA - 2017/01/26/
PY - 2017
DP - DOI.org (Crossref)
LA - en
M3 - Working Paper
PB - World Bank
SN - 7956
ST - What Do Teachers Know and Do?
UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7956
Y2 - 2020/05/25/12:48:11
L1 - http://documents.worldbank.org/curated/en/882091485440895147/pdf/WPS7956.pdf
ER -

TY - RPRT
TI - What Do Teachers Know and Do? Does It Matter?: Evidence from Primary Schools in Africa
AU - Bold, Tessa
AU - Filmer, Deon
AU - Martin, Gayle
AU - Molina, Ezequiel
AU - Rockmore, Christophe
AU - Stacy, Brian
AU - Svensson, Jakob
AU - Wane, Waly
AB - School enrollment has universally increased over the past 25 years in low-income countries. However, enrolling in school does not guarantee that children learn. A large share of children in low-income countries learn little, and they complete their primary education lacking even basic reading, writing, and arithmetic skills—the so-called "learning crisis." This paper uses data from nationally representative surveys from seven Sub-Saharan African countries, representing close to 40 percent of the region's total population, to investigate possible answers to this policy failure by quantifying teacher effort, knowledge, and skills. Averaging across countries, the paper finds that students receive two hours and fifty minutes of teaching per day—or just over half the scheduled time. In addition, large shares of teachers do not master the curricula of the students they are teaching; basic pedagogical knowledge is low; and the use of good teaching practices is rare. Exploiting within-student, within-teacher variation, the analysis finds significant and large positive effects of teacher content and pedagogical knowledge on student achievement. These findings point to an urgent need for improvements in education service delivery in Sub-Saharan Africa. They also provide a lens through which the growing experimental and quasi-experimental literature on education in low-income countries can be interpreted and understood, and point to important gaps in knowledge, with implications for future research and policy design.
CY - Washington, DC
DA - 2017/01//
PY - 2017
DP - openknowledge.worldbank.org
LA - en_US
M3 - Working Paper
PB - World Bank
ST - What Do Teachers Know and Do?
UR - https://openknowledge.worldbank.org/handle/10986/25964
Y2 - 2022/06/06/21:13:33
L1 - https://openknowledge.worldbank.org/bitstream/10986/25964/1/WPS7956.pdf
KW - Education
KW - Teacher Effectiveness
KW - Education Policy
KW - Learning Crisis
KW - Public Service Delivery
KW - Teacher Absenteeism
KW - Teacher Performance
ER -

group: 2405685

itemKey: I898ERZQ

itemKeyOld: NZXPNUED

item.extra: DOI: 10.1596/1813-9450-7956 shortDOI: 10/gftst3 KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7956 10/gftst3 2405685:I898ERZQ

itemOLD.extra: Accepted: 2017-01-30T21:07:13Z DOI: 10.1596/1813-9450-7956 KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-7956 2339240:BTMNBWLP 2405685:NZXPNUED 4656463:N34TLK8Y