Ensuring Efficient Provision of Teaching and Learning Materials
Books are one of the most important inputs in student learning and are generally considered a cost-effective input for increasing the quality of primary education (Fredriksen et al., 2015). After salaries, which typically account for around 80 percent of spending on basic education in Sub-Saharan Africa, textbooks are in many countries the next largest area of recurring spending on basic education, accounting for 5–10 percent on average (ibid.). For textbooks to be beneficial for learning, they need to be appropriate to students’ language needs, and teachers need to be adequately trained to utilize them (Glewwe, Kremer, and Moulin, 2009); textbooks need to be utilized by teachers in class instead of simply being stored at school (Sabarwal, Evans, and Marshak, 2014). Where they are appropriately designed and utilized, however, providing textbooks has been found to be one of the most cost-effective inputs for learning at primary level (Michaelowa and Wechtler, 2006; McEwan, 2014). Despite their importance for learning, many countries in Sub-Saharan Africa struggle to deliver an adequate number of textbooks to students on time. Among 38 Sub-Saharan Africa countries, 21 had pupil-textbook ratios in reading and math higher than 1.5 in the period 2010-15, with 12 having very high ratios of three or more (Bashir et al., 2018). As education systems have grown rapidly across Sub-Saharan Africa in response to the introduction of free education policies, governments have found it increasingly difficult and expensive to ensure that every student has the books they need to learn.
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Format: | Brief biblioteca |
Language: | English English |
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Washington, DC
2023-11-15
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Subjects: | TEXTBOOK SHORTAGE, PRIMARY EDUCATION MATERIALS, SCHOOL BOOK SUPPLY, TEXTBOOK PROCUREMENT, TEACHER TRAINING, FREE PRIMARY EDUCATION, |
Online Access: | http://documents.worldbank.org/curated/en/099103123163515477/P17813508864340320a9aa0177250a9b0fd https://openknowledge.worldbank.org/handle/10986/40613 |
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dig-okr-10986406132024-03-11T19:22:23Z Ensuring Efficient Provision of Teaching and Learning Materials The Case of Mozambique World Bank TEXTBOOK SHORTAGE PRIMARY EDUCATION MATERIALS SCHOOL BOOK SUPPLY TEXTBOOK PROCUREMENT TEACHER TRAINING FREE PRIMARY EDUCATION Books are one of the most important inputs in student learning and are generally considered a cost-effective input for increasing the quality of primary education (Fredriksen et al., 2015). After salaries, which typically account for around 80 percent of spending on basic education in Sub-Saharan Africa, textbooks are in many countries the next largest area of recurring spending on basic education, accounting for 5–10 percent on average (ibid.). For textbooks to be beneficial for learning, they need to be appropriate to students’ language needs, and teachers need to be adequately trained to utilize them (Glewwe, Kremer, and Moulin, 2009); textbooks need to be utilized by teachers in class instead of simply being stored at school (Sabarwal, Evans, and Marshak, 2014). Where they are appropriately designed and utilized, however, providing textbooks has been found to be one of the most cost-effective inputs for learning at primary level (Michaelowa and Wechtler, 2006; McEwan, 2014). Despite their importance for learning, many countries in Sub-Saharan Africa struggle to deliver an adequate number of textbooks to students on time. Among 38 Sub-Saharan Africa countries, 21 had pupil-textbook ratios in reading and math higher than 1.5 in the period 2010-15, with 12 having very high ratios of three or more (Bashir et al., 2018). As education systems have grown rapidly across Sub-Saharan Africa in response to the introduction of free education policies, governments have found it increasingly difficult and expensive to ensure that every student has the books they need to learn. 2023-11-15T17:58:26Z 2023-11-15T17:58:26Z 2023-11-15 Brief http://documents.worldbank.org/curated/en/099103123163515477/P17813508864340320a9aa0177250a9b0fd https://openknowledge.worldbank.org/handle/10986/40613 English en - Case Studies of Successful Reforms to Address the Challenges of Financing Education Systems Effectively; June 2023 CC BY-NC 3.0 IGO https://creativecommons.org/licenses/by-nc/3.0/igo World Bank application/pdf text/plain Washington, DC |
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TEXTBOOK SHORTAGE PRIMARY EDUCATION MATERIALS SCHOOL BOOK SUPPLY TEXTBOOK PROCUREMENT TEACHER TRAINING FREE PRIMARY EDUCATION TEXTBOOK SHORTAGE PRIMARY EDUCATION MATERIALS SCHOOL BOOK SUPPLY TEXTBOOK PROCUREMENT TEACHER TRAINING FREE PRIMARY EDUCATION |
spellingShingle |
TEXTBOOK SHORTAGE PRIMARY EDUCATION MATERIALS SCHOOL BOOK SUPPLY TEXTBOOK PROCUREMENT TEACHER TRAINING FREE PRIMARY EDUCATION TEXTBOOK SHORTAGE PRIMARY EDUCATION MATERIALS SCHOOL BOOK SUPPLY TEXTBOOK PROCUREMENT TEACHER TRAINING FREE PRIMARY EDUCATION World Bank Ensuring Efficient Provision of Teaching and Learning Materials |
description |
Books are one of the most important
inputs in student learning and are generally considered a
cost-effective input for increasing the quality of primary
education (Fredriksen et al., 2015). After salaries, which
typically account for around 80 percent of spending on basic
education in Sub-Saharan Africa, textbooks are in many
countries the next largest area of recurring spending on
basic education, accounting for 5–10 percent on average
(ibid.). For textbooks to be beneficial for learning, they
need to be appropriate to students’ language needs, and
teachers need to be adequately trained to utilize them
(Glewwe, Kremer, and Moulin, 2009); textbooks need to be
utilized by teachers in class instead of simply being stored
at school (Sabarwal, Evans, and Marshak, 2014). Where they
are appropriately designed and utilized, however, providing
textbooks has been found to be one of the most
cost-effective inputs for learning at primary level
(Michaelowa and Wechtler, 2006; McEwan, 2014). Despite their
importance for learning, many countries in Sub-Saharan
Africa struggle to deliver an adequate number of textbooks
to students on time. Among 38 Sub-Saharan Africa countries,
21 had pupil-textbook ratios in reading and math higher than
1.5 in the period 2010-15, with 12 having very high ratios
of three or more (Bashir et al., 2018). As education systems
have grown rapidly across Sub-Saharan Africa in response to
the introduction of free education policies, governments
have found it increasingly difficult and expensive to ensure
that every student has the books they need to learn. |
format |
Brief |
topic_facet |
TEXTBOOK SHORTAGE PRIMARY EDUCATION MATERIALS SCHOOL BOOK SUPPLY TEXTBOOK PROCUREMENT TEACHER TRAINING FREE PRIMARY EDUCATION |
author |
World Bank |
author_facet |
World Bank |
author_sort |
World Bank |
title |
Ensuring Efficient Provision of Teaching and Learning Materials |
title_short |
Ensuring Efficient Provision of Teaching and Learning Materials |
title_full |
Ensuring Efficient Provision of Teaching and Learning Materials |
title_fullStr |
Ensuring Efficient Provision of Teaching and Learning Materials |
title_full_unstemmed |
Ensuring Efficient Provision of Teaching and Learning Materials |
title_sort |
ensuring efficient provision of teaching and learning materials |
publisher |
Washington, DC |
publishDate |
2023-11-15 |
url |
http://documents.worldbank.org/curated/en/099103123163515477/P17813508864340320a9aa0177250a9b0fd https://openknowledge.worldbank.org/handle/10986/40613 |
work_keys_str_mv |
AT worldbank ensuringefficientprovisionofteachingandlearningmaterials AT worldbank thecaseofmozambique |
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1794797018440269824 |