What Do Teachers Know and Do? Does It Matter?
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.
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Format: | Working Paper biblioteca |
Language: | English en_US |
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World Bank, Washington, DC
2017-01
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Subjects: | teacher absenteeism, education, teacher performance, teacher effectiveness, education policy, public service delivery, learning crisis, |
Online Access: | http://documents.worldbank.org/curated/en/882091485440895147/What-do-teachers-know-and-do-does-it-matter-evidence-from-primary-schools-in-Africa https://hdl.handle.net/10986/25964 |
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dig-okr-10986259642024-06-23T09:01:21Z What Do Teachers Know and Do? Does It Matter? Evidence from Primary Schools in Africa Bold, Tessa Filmer, Deon Martin, Gayle Molina, Ezequiel Rockmore, Christophe Stacy, Brian Svensson, Jakob Wane, Waly teacher absenteeism education teacher performance teacher effectiveness education policy public service delivery learning crisis 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. 2017-01-30T21:07:13Z 2017-01-30T21:07:13Z 2017-01 Working Paper Document de travail Documento de trabajo http://documents.worldbank.org/curated/en/882091485440895147/What-do-teachers-know-and-do-does-it-matter-evidence-from-primary-schools-in-Africa https://hdl.handle.net/10986/25964 English en_US Policy Research Working Paper;No. 7956 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank application/pdf text/plain World Bank, Washington, DC |
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teacher absenteeism education teacher performance teacher effectiveness education policy public service delivery learning crisis teacher absenteeism education teacher performance teacher effectiveness education policy public service delivery learning crisis |
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teacher absenteeism education teacher performance teacher effectiveness education policy public service delivery learning crisis teacher absenteeism education teacher performance teacher effectiveness education policy public service delivery learning crisis Bold, Tessa Filmer, Deon Martin, Gayle Molina, Ezequiel Rockmore, Christophe Stacy, Brian Svensson, Jakob Wane, Waly What Do Teachers Know and Do? Does It Matter? |
description |
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. |
format |
Working Paper |
topic_facet |
teacher absenteeism education teacher performance teacher effectiveness education policy public service delivery learning crisis |
author |
Bold, Tessa Filmer, Deon Martin, Gayle Molina, Ezequiel Rockmore, Christophe Stacy, Brian Svensson, Jakob Wane, Waly |
author_facet |
Bold, Tessa Filmer, Deon Martin, Gayle Molina, Ezequiel Rockmore, Christophe Stacy, Brian Svensson, Jakob Wane, Waly |
author_sort |
Bold, Tessa |
title |
What Do Teachers Know and Do? Does It Matter? |
title_short |
What Do Teachers Know and Do? Does It Matter? |
title_full |
What Do Teachers Know and Do? Does It Matter? |
title_fullStr |
What Do Teachers Know and Do? Does It Matter? |
title_full_unstemmed |
What Do Teachers Know and Do? Does It Matter? |
title_sort |
what do teachers know and do? does it matter? |
publisher |
World Bank, Washington, DC |
publishDate |
2017-01 |
url |
http://documents.worldbank.org/curated/en/882091485440895147/What-do-teachers-know-and-do-does-it-matter-evidence-from-primary-schools-in-Africa https://hdl.handle.net/10986/25964 |
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1802820841026617344 |