Journal Issue: World Bank Research Observer, Volume 37, Issue 1
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37
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1
Issue Date
2022-02-01
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Measure for Measure
(Published by Oxford University Press on behalf of the World Bank, 2021-06-14) Carletto, Gero; Tiberti, Marco; Zezza, Alberto
This paper uses a large database of surveys of household incomes to characterize income underreporting in household surveys in low- and middle-income countries. The objective is to document (a) the extent of this underreporting, and (b) whether and how it varies systematically with respondent, household, income, and survey design features. Drawing on rural household data from 20 developing and transition countries, and using consumption expenditure as a benchmark, results indicate that the observed income/consumption ratios are very small, being on average around 0.76. Results suggest that income underreporting is systematically associated with household and survey characteristics. In particular, the degree of underreporting is strongly associated with the income source, with agricultural income being the component suffering more than any other components from underreporting. The analysis also provides evidence supporting the well-established proposition that underreporting tends to increase with household welfare: richer households appear to underreport income more. Implications for survey design and for future research are drawn.
Teacher Professional Development around the World
(Published by Oxford University Press on behalf of the World Bank, 2021-06-04) Popova, Anna; Evans, David K.; Arancibia, Violeta; Breeding, Mary E.
Many teachers in low- and middle-income countries lack the skills to teach effectively, and professional development (PD) programs are the principal tool that governments use to upgrade those skills. At the same time, few PD programs are evaluated, and those that are evaluated show highly varying results. This paper proposes a set of indicators—the In-Service Teacher Training Survey Instrument—to standardize reporting on teacher PD programs. An application of the instrument to 33 rigorously evaluated PD programs shows that programs that link participation to career incentives, have a specific subject focus, incorporate lesson enactment in the training, and include initial face-to-face training tend to show higher student learning gains. In qualitative interviews, program implementers also report follow-up visits as among the most effective characteristics of their professional development programs. This paper then uses the instrument to present novel data on a sample of 139 government-funded, at-scale professional development programs across 14 countries. The attributes of most at-scale teacher professional development programs differ sharply from those of programs that evidence suggests are effective, with fewer incentives to participate in PD, fewer opportunities to practice new skills, and less follow-up once teachers return to their classrooms.
Teacher Beliefs
(Published by Oxford University Press on behalf of the World Bank, 2021-06-14) Sabarwal, Shwetlena; Abu-Jawdeh, Malek; Kapoor, Radhika
Teacher effectiveness is low in many developing countries. How can it be improved? We show that understanding teacher beliefs may be an important but overlooked part of the puzzle. Our review of recent evidence shows that teacher beliefs can impact student outcomes directly; they can also mediate policy implementation. Despite this, we find that teacher beliefs are seldom accounted for or even measured in impact evaluations of teacher-focused programs. Most of these programs ultimately fail to change teacher behavior. Next, using survey data from 20,000 teachers across nine developing countries, we discuss teacher beliefs about their role, their effort, and their students’ learning. We uncover four insights. First, teachers exhibit fixed mindsets on the learning potential of disadvantaged students. For instance, nearly 43 percent of teachers believe that “there is little they can do to help a student learn” if parents are uneducated. Second, in most countries, more teachers believe that students deserve additional attention if they are performing well than if they are lagging behind. This suggests that teachers may be reinforcing rather than compensating for baseline gaps in student levels. Third, there is some normalization of absenteeism—nearly one in four teachers believe it is acceptable to be absent if students are left with work to do. Finally, teacher support for pay-for-performance varies widely across countries.
Mentoring Migrants for Labor Market Integration
(Published by Oxford University Press on behalf of the World Bank, 2021-06-01) Bagnoli, Lisa; Estache, Antonio
The vast majority of international migrants from developing countries are of working age. And yet, their integration in the formal local labor market of their host countries continues to be a challenge. This paper reviews the scope of mentoring programs as a more systematic policy instrument to facilitate the integration of migrants into the labor market. It synthesizes the multidisciplinary academic research on mentoring. The review highlights the diversity of outcomes indicators and the relevance of context in the choice of mentoring program design. Determinants of success include the personal characteristics of the mentee and of the mentor and the efforts to match them but also the efforts made to account for the human, institutional, financial, and political context in the overall design of programs. Despite the significant progress achieved in understanding the determinants of mentoring effectiveness, the survey shows that there are still many sources of uncertainty on the optimal design of mentoring programs. This justifies a research agenda in a field with growing and significant political and social prominence of direct relevance to both developed and developing countries.