Publication:
Can Targeted Allocation of Teachers Improve Student Learning Outcomes? Evidence from Malawi

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dc.contributor.authorAsim, Salman
dc.contributor.authorGera, Ravinder Casley
dc.contributor.authorMoreno, Martin
dc.contributor.authorWong, Kerry
dc.date.accessioned2024-07-16T17:46:00Z
dc.date.available2024-07-16T17:46:00Z
dc.date.issued2024-07-16
dc.description.abstractTeachers are one of the most important inputs for learning, but in many low-income countries they are poorly distributed between schools. This paper discusses the case of Malawi, which has introduced new evidence-based policies and procedures to improve the equity and efficiency of the allocation of teachers to schools. The analysis finds that adherence to these policies has been highly variable between the country’s districts, with the most successful deploying 75 percent of teachers according to the rules and the least successful just 22 percent. Using administrative data, the paper identifies the impacts on student repetition rates of reductions in pupil–qualified teacher ratios as a result of the new teachers. The findings show that schools that moved from having more than 90 pupils per qualified teacher to a lower ratio experienced reductions in lower primary school repetition rates of 2–3 percentage points. However, similar impacts on dropout are not observed.en
dc.identifierhttp://documents.worldbank.org/curated/en/099308007102434482/IDU1bac1b6fa165e014df81930512e0d1336463c
dc.identifier.doi10.1596/1813-9450-10844
dc.identifier.urihttps://hdl.handle.net/10986/41879
dc.languageEnglish
dc.language.isoen_US
dc.publisherWashington, DC: World Bank
dc.relation.ispartofseriesPolicy Research Working Paper; 10844
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttps://creativecommons.org/licenses/by/3.0/igo/
dc.subjectECONOMETRICS
dc.subjectEDUCATION POLICY
dc.subjectEDUCATION QUALITY
dc.subjectTEACHER
dc.subjectBUREAUCRACY
dc.subjectPOLICY IMPLENTATION
dc.subjectSDG 4
dc.titleCan Targeted Allocation of Teachers Improve Student Learning Outcomes? Evidence from Malawien
dc.typeWorking Paper
dspace.entity.typePublication
okr.crossref.titleCan Targeted Allocation of Teachers Improve Student Learning Outcomes? Evidence from Malawi
okr.date.disclosure2024-07-16
okr.date.lastmodified2024-07-10T00:00:00Zen
okr.doctypePolicy Research Working Paper
okr.doctypePublications & Research
okr.docurlhttp://documents.worldbank.org/curated/en/099308007102434482/IDU1bac1b6fa165e014df81930512e0d1336463c
okr.guid099308007102434482
okr.identifier.docmidIDU-bac1b6fa-65e0-4df8-9305-2e0d1336463c
okr.identifier.doi10.1596/1813-9450-10844
okr.identifier.doihttps://doi.org/10.1596/1813-9450-10844
okr.identifier.externaldocumentum34362915
okr.identifier.internaldocumentum34362915
okr.identifier.reportWPS10844
okr.import.id4804
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/099308007102434482/pdf/IDU1bac1b6fa165e014df81930512e0d1336463c.pdfen
okr.region.administrativeAfrica Eastern and Southern (AFE)
okr.region.countryMalawi
okr.sectorPublic Administration - Education,Primary Education
okr.themeDisaster Risk Management,Disaster Response and Recovery,Disability,Gender,Human Development and Gender,Education Facilities,Social Protection,Social Development and Protection,Access to Education,Education Financing,Urban and Rural Development,Teachers,Education Governance, School-Based Management,Education
okr.topicEducation::Education For All
okr.topicEducation::Educational Policy and Planning
okr.topicEducation::Effective Schools and Teachers
okr.unitEducation AFR 1 (HAEE1)
relation.isAuthorOfPublication5c651e6d-01e3-496b-bf34-bc52d96d2f6f
relation.isAuthorOfPublication.latestForDiscovery5c651e6d-01e3-496b-bf34-bc52d96d2f6f
relation.isSeriesOfPublication26e071dc-b0bf-409c-b982-df2970295c87
relation.isSeriesOfPublication.latestForDiscovery26e071dc-b0bf-409c-b982-df2970295c87
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