Miscellaneous Knowledge Notes
668 items available
Permanent URI for this collection
5 results
Sub-Saharan Africa
Sub-Saharan Africa, home to more than 1 billion people, half of whom will be under 25 years old by 2050, is a diverse ...
Items in this collection
Publication Monitoring COVID-19 Impacts on Households in Ethiopia, Report No. 5: Gendered Impacts of the COVID-19 Pandemic in Ethiopia - Results from a High-Frequency Phone Survey of Households(World Bank, Washington, DC, 2020-10-12) Ebrahim, Menaal; Ambel, Alemayehu A.; Buehren, Niklas; Bundervoet, Tom; Hailemicheal, Adiam Hagos; Abebe Tefera, Girum; Wieser, ChristinaThe analysis is based on a sample of 3,058 households in both urban and rural areas in all regions of Ethiopia. The 15-minute interview covers a diverse set of topics such as access to basic services, child educational activities during school closures, employment dynamics, household income and livelihood, income loss and coping strategies, food security and assistance received. In this brief, we focus on topics where gendered differences were striking.Publication Tanzania: A Simple Teacher Incentive System Can Improve Learning(World Bank, Washington, DC, 2019-12) World BankTanzania devotes about one-fifth of government spending to education, focusing much of the funding on expanding school access. Primary school enrollment rates have surged, yet the quality of education services and learning outcomes remain poor, with only 38 percent of children aged 9–13 able to read or do arithmetic at the second grade level. Teachers play a critical role in helping children learn, but in Tanzania, many do not show up to teach. Poor motivation and lack of accountability have contributed to the high absenteeism and commensurate loss of instructional time. One way to strengthen teacher motivation and management is through performance pay. Teacher incentive schemes link bonuses or other rewards to specific targets, whether outputs (e.g., verified classroom presence) or outcomes (e.g., student test score improvement). Performance pay can help achieve learning results at low cost compared to teacher base salaries. In Tanzania, the Results in Education for All Children (REACH) Trust Fund supported a randomized control trial comparing two types of teacher performance pay systems and their effect on early grade learning.Publication Zanzibar: Can Goal-setting and Incentives Improve Student Performance?(World Bank, Washington, DC, 2019-02) World BankThe Results in Education for All Children (REACH) Trust Fund at the World Bank funded an evaluation that measured how two different incentive approaches affected the academic performance of grade 9 students in Zanzibar (Tanzania). The first approach allowed students to set personal goals at the beginning of the school year regarding their performance by the end of the year. The second approach combined this goal-setting exercise with non-financial rewards such as certificates or in-kind prizes for students who met their goals. These approaches were designed to answer the following questions: (i) whether students setting goals for themselves has any effect on their performance in school and (ii) whether this effect is strengthened when combined with non-financial incentives.Publication Tanzania - Can a Simple Teacher Incentive System Improve Learning?(World Bank, Washington, DC, 2018-03) World BankThe Results in Education for All Children (REACH) Trust Fund at the World Bank co-funded an evaluation that compared the effectiveness of two different teacher performance pay sys - tems in early primary schools in Tanzania. These performance pay systems are part of KiuFunza , an experimental teacher pay program introduced by Twaweza East-Africa, a civil society orga - nization, in collaboration with the Abdul Latif Jameel Poverty Action Lab (J-PAL), Innovations for Poverty Action (IPA) and Economic Development Initiatives (EDI).Publication Systems in Action: Tanzania(World Bank, Washington, DC, 2015-11) World BankEducation systems are large, complex organizations that encompass not only various sets of actors and inputs, but also the relationships that allow those actors and units to work together. When standards, rules, accountability relationships and financing levels are aligned towards shared education goals, the education system as a whole, in all its complexity and size, is coherent and able to perform well. Improving learning outcomes therefore requires much more than simply increasing resources; education systems must be strengthened at the component and the system level, to help equip children, youth and adults with knowledge and skills for life. The World Bank helps countries ensure ‘learning for all’ through support to countries on both the financing and knowledge fronts. The Education Global Practice within the World Bank champions a systems approach, by holistically evaluating which education policies and programs are most likely to create quality learning environments and improve student performance, especially among the disadvantaged and excluded.