Publication: Tanzania - Can a Simple Teacher Incentive System Improve Learning?
Loading...
Published
2018-03
ISSN
Date
2020-04-17
Author(s)
Editor(s)
Abstract
The 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).
Link to Data Set
Citation
“World Bank. 2018. Tanzania - Can a Simple Teacher Incentive System Improve Learning?. RBF Education;. © World Bank. http://hdl.handle.net/10986/33619 License: CC BY 3.0 IGO.”
Digital Object Identifier
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Cameroon - Can School Grants and Teacher Incentives be Used to Increase School Access and Improve Quality?(World Bank, Washington, DC, 2019-02)The Results in Education for All Children (REACH) Trust Fund at the World Bank funded a feasibility study and a pre-pilot of performance-based school grants and teacher incentives among 20 rural primary schools in Cameroon. The purpose was to assess whether these RBF mechanisms could feasibly be used to improve transparency, financial management, and monitoring at the school level, increase community satisfaction, and draw lessons from the implementation of these RBF mechanisms to enable the initiative to be scaled up throughout Cameroon. While it is not possible to draw conclusions about the effect of this RBF program on education access or quality given the short time period and small sample size, this pre-pilot demonstrated that RBF is feasible in rural primary schools in Cameroon and highlighted the importance of several critical preconditions that must be in place for RBF to be effective. These preconditions include a simple and context-appropriate design, clear communication with key stakeholders, effective monitoring tools to assess school and teacher performance, and community involvement.Publication Incentives for Mayors to Improve Learning(World Bank, Washington, DC, 2021-01)Financial incentives for students, teachers, and schools are often used to promote learning. Yet, little is known about whether similar incentives for mayors produce analogous findings. This paper investigates this question by exploring a results-based financing reform in Ceará, Brazil, which redistributes state resources to municipalities based on education performance. Comparing schools on both sides of Ceará's border over key implementation periods, the paper shows that ninth grade students who were exposed to the results-based financing performed 0.15 standard deviation higher on mathematics and language tests. These impacts increase twofold when Ceará offers technical assistance to municipalities (pedagogical and managerial) and become significant for fifth graders. These gains are seen among students in the top performance quantiles, but reformulating the results-based financing rule to penalize municipalities with more low performers significantly reduces learning gaps. The paper discuss several mechanisms: the selection of school principals, teacher training, the provision and quality of textbooks, curriculum coverage, and school homework.Publication China - Can Classroom Observations Measure Improvements in Teaching?(World Bank, Washington, DC, 2018-02)The results in education for all children (REACH) trust fund at the World Bank has funded a pilot of the classroom assessment scoring system (CLASS) in Guangdong, China to test its usefulness as a tool to assess teaching practices. The pilot was also designed to establish a proof of concept for using classroom observations to measure the impact of teacher training and incentivize training providers within an RBF mechanism. In the pilot, the CLASS tool was used to conduct classroom observations of 36 teachers in Guangdong and to assess the strengths and weaknesses of their teaching practices. It sought to test whether this tool could be used to measure teaching practices in the context of China and how to introduce classroom observations into a quality assurance and monitoring and evaluation (QAME) system, as well as exploring how to establish the preconditions for introducing results-based financing (RBF) into China.Publication India - Can Results-Based Incentives Encourage Teachers to Attend School?(World Bank, Washington, DC, 2021-07)The Results in Education for All Children (REACH) Trust Fund supports and disseminates research on the impact of results-based financing on learning outcomes. The EVIDENCE series highlights REACH grants around the world to provide empirical evidence and operational lessons helpful in the design and implementation of successful performance-based programs. A REACH-supported study tested the impact of results-based incentives for meso-level officials (Resource Persons, or RPs) and teachers on teacher attendance at school. The incentives led to a 15 percentage point increase in the likelihood of a teacher being present, averaged across audit visits. The training increased the amount of time RPs spent mentoring teachers, but this increased mentoring did not lead to any changes in teaching practices.Publication Tanzania(World Bank, Washington, DC, 2019-12)Tanzania 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.
Users also downloaded
Showing related downloaded files
Publication Digital Africa(Washington, DC: World Bank, 2023-03-13)All African countries need better and more jobs for their growing populations. "Digital Africa: Technological Transformation for Jobs" shows that broader use of productivity-enhancing, digital technologies by enterprises and households is imperative to generate such jobs, including for lower-skilled people. At the same time, it can support not only countries’ short-term objective of postpandemic economic recovery but also their vision of economic transformation with more inclusive growth. These outcomes are not automatic, however. Mobile internet availability has increased throughout the continent in recent years, but Africa’s uptake gap is the highest in the world. Areas with at least 3G mobile internet service now cover 84 percent of Africa’s population, but only 22 percent uses such services. And the average African business lags in the use of smartphones and computers as well as more sophisticated digital technologies that catalyze further productivity gains. Two issues explain the usage gap: affordability of these new technologies and willingness to use them. For the 40 percent of Africans below the extreme poverty line, mobile data plans alone would cost one-third of their incomes—in addition to the price of access devices, apps, and electricity. Data plans for small- and medium-size businesses are also more expensive than in other regions. Moreover, shortcomings in the quality of internet services—and in the supply of attractive, skills-appropriate apps that promote entrepreneurship and raise earnings—dampen people’s willingness to use them. For those countries already using these technologies, the development payoffs are significant. New empirical studies for this report add to the rapidly growing evidence that mobile internet availability directly raises enterprise productivity, increases jobs, and reduces poverty throughout Africa. To realize these and other benefits more widely, Africa’s countries must implement complementary and mutually reinforcing policies to strengthen both consumers’ ability to pay and willingness to use digital technologies. These interventions must prioritize productive use to generate large numbers of inclusive jobs in a region poised to benefit from a massive, youthful workforce—one projected to become the world’s largest by the end of this century.Publication World Bank East Asia and the Pacific Economic Update, October 2024: Jobs and Technology(Washington, DC: World Bank, 2024-10-07)East Asia and the Pacific, seen in the context of the world economy, stands out as a paragon of development. Despite the recent ravages of the pandemic and the persistent tensions of geopolitics, the region is growing at stably high rates and the benefits are widely shared. But compared to its own past and potential, the region’s economic performance is less impressive. Growth is still below pre-pandemic rates, except in Indonesia, and output has not yet recovered to pre-pandemic levels in several countries, especially in the Pacific. This Economic Update highlights three key developments: shifting regional growth dynamics as China’s growth slows, changing trade patterns due to global tensions, and the impact of technologies such as robots, artificial intelligence, and digital platforms on jobs. The report calls for productivity-enhancing structural reforms to strengthen domestic growth drivers through; deeper international trade agreements to foster more open and stable trade regimes; deeper technical, digital, and soft skills while addressing impediments to labor mobility, factor price distortions and expanding social protection for workers in the digital informal economy to boost productivity and employment.Publication How Shanghai Does It(Washington, DC: World Bank, 2016-04-04)The Shanghai basic education system has garnered significant attention since its extraordinary performance in the 2009 and 2012 Programme for International Student Assessment (PISA), a global assessment of 15-year-olds’ educational abilities. Among the 65 participating economies in 2012, Shanghai-China ranked first on all three major domains of PISA, i.e. mathematics, reading, and science. Shanghai also stands out for having the world’s highest percentage of “resilient students”, students from socio-economically disadvantaged backgrounds who emerge as top performers. Shanghai’s PISA story has generated intense discussions and diverse speculations in field of international educational development, and numerous studies have been done in the attempt to unravel the mystery. Missing from the picture however is a more comprehensive, systematic, in-depth, and objective rendition of the policies and practices of Shanghai basic education, benchmarked against others in key dimensions. This report presents an in-depth examination of how Shanghai scored highest in the areas of reading, science, and mathematics on PISA. It documents and benchmarks key policies in basic Shanghai education, provides evidence on the extent to which these policies have been implemented in schools, and explores how these policies have affected learning outcomes. The report uses PISA 2012 data to analyze Shanghai student achievement variation and to examine the extent school variables may be associated with the variation beyond family and student background. It also uses the World Bank’s Systems Approach for Better Education Results (SABER), an existing systems diagnostic and benchmarking tool, as an organizing framework and for data collection. School-based surveys and other existing research shed further light on educational impact and implementation. While the report attempts to adopt a systems approach, particular emphasis is placed on teachers, education financing, balancing autonomy and accountability, and student assessment.Publication Off the Books(Washington, DC : World Bank, 2023)Developing countries face massive infrastructure needs, but public spending on infrastructure is inadequate, and public investment has been declining in recent years. Rising debt levels and tightening fiscal and monetary conditions are putting further pressure on the funds available for infrastructure, heightening the importance of increasing the efficiency of infrastructure spending. Off the Books: Understanding and Mitigating the Fiscal Risks of Infrastructure shows that however governments deliver infrastructure—through direct public provision, state-owned enterprises (SOEs), or public-private partnerships (PPPs), the risk of fiscal surprises is high in both good times and bad. As a result, infrastructure service delivery often ends up costing significantly more than expected, eroding limited fiscal space for productive spending. This book makes a unique contribution by quantifying the magnitude and prevalence of fiscal risks from electricity and transport infrastructure and identifying their root causes across a range of low- and middle-income countries. Drawing on important new sources of evidence and compiling many others, the analysis sheds light on how much is at stake in the good governance of infrastructure sectors. It allows policy makers to weigh the magnitudes of different types of risks and examine how they vary across contexts. Off the Books shows how a deeper understanding of the fiscal risks of infrastructure can help policy makers target reforms to areas where they can be expected to have the greatest impact. It lays out a reform agenda for mitigating the fiscal risks associated with infrastructure based on building government capacity; adopting integrated public investment management and integrated fiscal risk management; improving fiscal and corporate governance of SOEs; and ensuring robust PPP preparation, procurement, and contract management. The book will be of enormous value to policy makers, practitioners, and academics who have an interest in infrastructure and fiscal policy.Publication Review and Analysis of the Pollution Impacts from Vietnamese Manufacturing Sectors(World Bank, Washington, DC, 2008)Between 1990 and 2005, Vietnam achieved an average annual growth rate of 7.5 percent in gross domestic product (GDP). The industrial sector was the most significant driver of this economic expansion with an annual growth of rate of more than 10 percent, at a time when agriculture, forestry, and fisheries grew at an annual average rate of less than 4 percent. Such structural shift is in line with the National Socioeconomic Development Plan 2006-2010, which calls for an annual growth of 10 percent for the industrial sector (with a particular focus on the manufacturing sector, where a sustained annual growth of 15 percent is expected) and with international good practice in industrialization and modernization policies. This report was originally initiated under the concept of a country environmental analysis for Vietnam; however, during its development, and in consultations with Vietnamese counterparts, it was decided to limit the focus of the report to trends in industrial development, with particular attention to the environmental challenges of manufacturing industries, and the existing regulatory and institutional framework for environmental management including issues relating to decentralization and policy coordination. The environmental challenges deriving from the accession to World Trade Organization (WTO) are also an important focus. As such, this report is intended to be a contribution to a general countrywide environmental analysis but not constituting one of its own.