Working Paper

What Do Teachers Know and Do? Does It Matter? : Evidence from Primary Schools in Africa

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collection.link.5
https://openknowledge.worldbank.org/handle/10986/9
collection.name.5
Policy Research Working Papers
dc.contributor.author
Bold, Tessa
en_US
dc.contributor.author
Filmer, Deon
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dc.contributor.author
Martin, Gayle
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dc.contributor.author
Molina, Ezequiel
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dc.contributor.author
Rockmore, Christophe
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dc.contributor.author
Stacy, Brian
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dc.contributor.author
Svensson, Jakob
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dc.contributor.author
Wane, Waly
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dc.date.accessioned
2017-01-30T21:07:13Z
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dc.date.available
2017-01-30T21:07:13Z
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dc.date.issued
2017-01
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dc.description.abstract
School enrollment has universally increased over the past 25 years in low-income countries. However, enrolling in school does not guarantee that children learn. A large share of children in low-income countries learn little, and they complete their primary education lacking even basic reading, writing, and arithmetic skills—the so-called "learning crisis." This paper uses data from nationally representative surveys from seven Sub-Saharan African countries, representing close to 40 percent of the region's total population, to investigate possible answers to this policy failure by quantifying teacher effort, knowledge, and skills. Averaging across countries, the paper finds that students receive two hours and fifty minutes of teaching per day—or just over half the scheduled time. In addition, large shares of teachers do not master the curricula of the students they are teaching; basic pedagogical knowledge is low; and the use of good teaching practices is rare. Exploiting within-student, within-teacher variation, the analysis finds significant and large positive effects of teacher content and pedagogical knowledge on student achievement. These findings point to an urgent need for improvements in education service delivery in Sub-Saharan Africa. They also provide a lens through which the growing experimental and quasi-experimental literature on education in low-income countries can be interpreted and understood, and point to important gaps in knowledge, with implications for future research and policy design.
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dc.identifier.uri
http://hdl.handle.net/10986/25964
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dc.language
English
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dc.language.iso
en_US
en_US
dc.publisher
World Bank, Washington, DC
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dc.relation.ispartofseries
Policy Research Working Paper;No. 7956
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dc.rights
CC BY 3.0 IGO
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dc.rights.holder
World Bank
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dc.rights.uri
http://creativecommons.org/licenses/by/3.0/igo
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dc.subject
teacher absenteeism
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dc.subject
education
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dc.subject
teacher performance
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dc.subject
teacher effectiveness
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dc.subject
education policy
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dc.subject
public service delivery
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dc.subject
learning crisis
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dc.title
What Do Teachers Know and Do? Does It Matter?
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dc.title.subtitle
Evidence from Primary Schools in Africa
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dc.type
Working Paper
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okr.date.disclosure
2017-01-26
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okr.doctype
Publications & Research
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okr.doctype
Publications & Research :: Policy Research Working Paper
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okr.docurl
http://documents.worldbank.org/curated/en/882091485440895147/What-do-teachers-know-and-do-does-it-matter-evidence-from-primary-schools-in-Africa
en_US
okr.googlescholar.linkpresent
yes
okr.identifier.doi
10.1596/1813-9450-7956
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okr.identifier.externaldocumentum
090224b0848d9214_2_0
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okr.identifier.internaldocumentum
27131464
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okr.identifier.report
WPS7956
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okr.imported
true
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okr.pdfurl
http://documents.worldbank.org/curated/en/882091485440895147/pdf/WPS7956.pdf
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okr.region.administrative
Africa
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okr.region.geographical
Sub-Saharan Africa
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okr.topic
Education :: Education Reform and Management
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okr.topic
Education :: Educational Policy and Planning
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okr.topic
Education :: Educational Sciences
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okr.topic
Education :: Effective Schools and Teachers
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okr.unit
Education Global Practice Group, the Development Research Group, and the Africa Region
en_US

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