Abadzi, Helen2017-08-152017-08-152010-03-23https://hdl.handle.net/10986/27860The sound of children's voices reciting in unison could be heard from afar, as our mission approached a school in rural Cambodia. Inside a second-grade classroom, students took turns at the blackboard. One pointed with a stick at a list of words written by the teacher, while the rest recited. A colleague approached, wrote on the blackboard the same words in a different order, and asked the children to read. Suddenly, there was silence. Most kids had merely memorized the sequence of the words and could not even identify single letters. This scene is frequent. In the poorer schools of low-income countries, many students remain illiterate for years, until they finally drop out. With some care, the process is observable. Typically the teacher writes on the board some letters or words and asks students to repeat them. The letters may be scribbled, the children often sit at a distance, textbooks may be insufficient, and children may not have anyone at home to help them read. But they do repeat the words in unison, getting cues from a few knowledgeable classmates. The teachers stand by the blackboard, address students at large, and call on the few who perform well. How come this issue has not attracted attention? One reason is that in the middle-class schools of capitals students perform much better. Soon after our rural observations, we observed second graders in a middleclass school of Pnom Penh fluently handling the extremely complex Khmer script. However, the schools of the poor have less time for their students. There is teacher absenteeism, a lack of textbooks to take home, parental inability to make up for school weaknesses, no specific curricular time for reading. The result has been chronic illiteracy, high dropout and high repetition rates. To reduce repetition and maximize enrollments, some donors advise governments to promote students automatically.en-USCC BY 3.0 IGOACHIEVEMENT OUTCOMESACHIEVEMENT TESTSACQUISITION OF KNOWLEDGEADULT ILLITERACYADULTSAMOUNT OF KNOWLEDGEARITHMETICBASIC READINGBASIC SKILLSBILINGUALISMBROADCASTINGCALLCHILDHOOD DEVELOPMENTCHURCHESCLASS ACTIVITIESCLASS TIMECLASSROOMCLASSROOM ACTIVITIESCLASSROOM LEARNINGCLASSROOM LEVELCLASSROOM MANAGEMENTCLASSROOM TIMECLASSROOMSCOGNITIVE PSYCHOLOGYCOLONIAL LANGUAGESCOMPETENCIESCRITICAL THINKINGCURRICULACURRICULAR MATERIALCURRICULUMCURRICULUM DEVELOPMENTDISCOVERY LEARNINGDROPOUT RATESEARLY DROPOUTEARLY GRADESECONOMIC DEVELOPMENTEDUCATED PARENTSEDUCATED TEACHERSEDUCATED WORKERSEDUCATION BUDGETEDUCATION EXPENDITURESEDUCATION FOR ALLEDUCATION FOR ALL INITIATIVEEDUCATION POLICYEDUCATION QUALITYEDUCATION SECTOREDUCATION SYSTEMEDUCATIONAL EXPENDITURESEDUCATIONAL FINANCINGEDUCATIONAL LEVELSEDUCATIONAL MEASUREMENTEDUCATIONAL PROGRAMSEDUCATIONAL PSYCHOLOGYEDUCATIONAL QUALITYEDUCATIONAL RESEARCHEDUCATIONAL SYSTEMSEDUCATORSELEMENTSEND OF GRADEENROLLMENTENROLLMENT FIGURESEXPENDITURESFACULTIESFUNCTIONALLY ILLITERATEGENERAL EDUCATIONHIGH DROPOUTHIGHER EDUCATIONHOMEWORKHUMAN DEVELOPMENTHUMAN LEARNINGILLITERACYILLITERATE CHILDRENILLITERATE PARENTSILLITERATESINSTRUCTIONINSTRUCTIONAL CONDITIONSINSTRUCTIONAL DELIVERYINSTRUCTIONAL HOURSINSTRUCTIONAL OBJECTIVESINSTRUCTIONAL TIMEINTERNATIONAL EDUCATIONINTERVENTIONSKINDERGARTENSLANGUAGE INSTRUCTIONLANGUAGE OF INSTRUCTIONLEARNINGLEARNING ACHIEVEMENTLEARNING ACTIVITIESLEARNING CAPACITYLEARNING OUTCOMESLEARNING TIMELECTURESLETLIBRARY BOOKSLIFELONG LEARNINGLINGUISTIC MINORITIESLITERACY SKILLSLITERATURELOCAL PRINTINGLOW-INCOME STUDENTSMATH SKILLSMINISTRY OF EDUCATIONMOTHER TONGUEMOTHER-TONGUENATIONAL LANGUAGESNONFORMAL EDUCATIONNUMBER OF STUDENTSNUMERACYNUTRITIONPARENTAL SUPPORTPOOR READERSPRIMARY EDUCATIONPRIMARY GRADESPRIMARY SCHOOLPRINCIPALSPRINTINGPRIVATE TUTORINGPROFICIENCYPUBLIC EXPENDITURESQUALITY EDUCATIONQUALITY OF EDUCATIONQUALITY SCHOOLSRATES OF RETURNREADINGREADING COMPREHENSIONREADING INSTRUCTIONREASONINGRECURRENT EXPENDITUREREPETITIONREPETITION RATESRURAL SCHOOLSCHOOL CLIMATESCHOOL CURRICULASCHOOL DAYSCHOOL LEVELSCHOOL LEVELSSCHOOL PERFORMANCESCHOOL YEARSCHOOLINGSCHOOLSSCIENCE CONTENTSECONDARY SCHOOLSECONDARY STUDENTSSTUDENT ABSENTEEISMSTUDENT LEARNINGSTUDENT PERFORMANCESTUDENT PROGRESSSTUDENT-CENTERED LEARNINGSUBJECT MATTERSUBJECTSTARGET SCHOOLSTEACHERTEACHER ABSENTEEISMTEACHER SALARIESTEACHER TRAINEESTEACHER TRAININGTEACHER TRAINING COLLEGESTEACHER UNIONSTEACHERSTEACHINGTEACHING AIDSTEACHING METHODSTEACHING SKILLSTEACHING STAFFTECHNICAL ASSISTANCETECHNICAL EXPERTISETECHNOLOGICAL KNOWLEDGETECHNOLOGY TRANSFERTEXTBOOKTEXTBOOKSTRAINING OF TEACHERSTUTORINGVOCATIONAL EDUCATIONWHOLE LANGUAGE APPROACHWORKERSWRITING SYSTEMSYOUTHWorking PaperWorld Bank10.1596/27860