Ensuring Efficient Provision of Teaching and Learning Materials

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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Bibliographic Details
Main Author: World Bank
Format: Brief biblioteca
Language:English
English
Published: Washington, DC 2023-11-15
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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spelling 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
institution Banco Mundial
collection DSpace
country Estados Unidos
countrycode US
component Bibliográfico
access En linea
databasecode dig-okr
tag biblioteca
region America del Norte
libraryname Biblioteca del Banco Mundial
language English
English
topic 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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