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

37 Pages Posted: 27 Jan 2017 Last revised: 10 Aug 2017

See all articles by Tessa Bold

Tessa Bold

Stockholm University - Institute for International Economic Studies (IIES)

Deon Filmer

World Bank; World Bank - Development Research Group (DECRG)

Gayle Martin

World Bank

Ezequiel Molina

World Bank

Christophe Rockmore

World Bank

Brian Stacy

U.S. Department of Agriculture (USDA) - Economic Research Service (ERS)

Jakob Svensson

Stockholm University - Institute for International Economic Studies (IIES); Centre for Economic Policy Research (CEPR)

Waly Wane

World Bank

Date Written: January 26, 2017

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.

Keywords: Democratic Government, Public Sector Administrative and Civil Service Reform, Educational Institutions & Facilities, Educational Sciences, Educational Policy and Planning, Effective Schools and Teachers, Educational Policy and Planning - Ministry of Education, Economics and Finance of Public Institution Development, Educational Policy and Planning - Institutional Development, Public Sector Administrative & Civil Service Reform, De Facto Governments

Suggested Citation

Bold, Tessa and Filmer, Deon and Martin, Gayle and Molina, Ezequiel and Rockmore, Christophe and Stacy, Brian and Svensson, Jakob and Wane, Waly, What Do Teachers Know and Do? Does it Matter? Evidence from Primary Schools in Africa (January 26, 2017). World Bank Policy Research Working Paper No. 7956, Available at SSRN: https://ssrn.com/abstract=2906568

Tessa Bold (Contact Author)

Stockholm University - Institute for International Economic Studies (IIES) ( email )

Stockholm, SE-10691
Sweden

Deon Filmer

World Bank ( email )

1818 H Street, N.W.
Washington, DC 20433
United States

HOME PAGE: http://go.worldbank.org/MRWPOHRQJ0

World Bank - Development Research Group (DECRG)

1818 H. Street, N.W.
MSN3-311
Washington, DC 20433
United States

Gayle Martin

World Bank ( email )

1818 H Street, NW
Washington, DC 20433
United States

Ezequiel Molina

World Bank ( email )

1818 H street NW
Washington, DC 20433
United States

Christophe Rockmore

World Bank

1818 H Street, NW
Washington, DC 20433
United States

Brian Stacy

U.S. Department of Agriculture (USDA) - Economic Research Service (ERS) ( email )

355 E Street, SW
Washington, DC 20024-3221
United States

Jakob Svensson

Stockholm University - Institute for International Economic Studies (IIES) ( email )

Stockholm, SE-10691
Sweden
+46 8 163 060 (Phone)
+46 8 161 443 (Fax)

Centre for Economic Policy Research (CEPR)

London
United Kingdom

Waly Wane

World Bank ( email )

1818 H Street, N.W.
Washington, DC 20433
United States

HOME PAGE: http://econ.worldbank.org/staff/wwane

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