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No more cutting class ? reducing teacher absence and providing incentives for performance

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  • Rogers, F. Halsey
  • Vegas, Emiliana

Abstract

Expanding and improving basic education in developing countries requires, at a minimum, teachers who are present in the classroom and motivated to teach, but this essential input is often missing. This paper describes the findings of a series of recent World Bank and other studies on teacher absence and incentives for performance. Surprise school visits reveal that teachers are absent at high rates in countries such as India, Indonesia, Uganda, Ecuador, and Zambia, reducing the quality of schooling for children, especially in rural, remote, and poor areas. More broadly, poor teacher management and low levels of teacher accountability afflict many developing-country education systems. The paper presents evidence on these shortcomings, but also on the types of incentives, management, and support structures that can improve motivation and performance and reduce avoidable absenteeism. It concludes with policy options for developing countries to explore as they work to meet Education for All goals and improve quality.

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Bibliographic Info

Paper provided by The World Bank in its series Policy Research Working Paper Series with number 4847.

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Date of creation: 01 Feb 2009
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Handle: RePEc:wbk:wbrwps:4847

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Related research

Keywords: Tertiary Education; Primary Education; Education For All; Teaching and Learning; Secondary Education;

This paper has been announced in the following NEP Reports:

References

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  1. Das, Jishnu & Pandey, Priyanka & Zajonc, Tristan, 2006. "Learning levels and gaps in Pakistan," Policy Research Working Paper Series 4067, The World Bank.
  2. Nazmul Chaudhury & Jeffrey Hammer & Michael Kremer & Karthik Muralidharan & F. Halsey Rogers, 2006. "Missing in Action: Teacher and Health Worker Absence in Developing Countries," Journal of Economic Perspectives, American Economic Association, vol. 20(1), pages 91-116, Winter.
  3. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2007. "Are Teacher Absences Worth Worrying About in the U.S.?," NBER Working Papers 13648, National Bureau of Economic Research, Inc.
  4. Julie Berry Cullen & Randall Reback, 2006. "Tinkering Toward Accolades: School Gaming Under a Performance Accountability System," NBER Working Papers 12286, National Bureau of Economic Research, Inc.
  5. Das, J. & Dercon, S. & Habyarimana, J. & Krishnan, P., 2004. "Teacher Shocks and Student Learning: Evidence from Zambia," Cambridge Working Papers in Economics 0514, Faculty of Economics, University of Cambridge.
  6. Esther Duflo & Rema Hanna, 2005. "Monitoring Works: Getting Teachers to Come to School," NBER Working Papers 11880, National Bureau of Economic Research, Inc.
  7. Luis Benveniste & Jeffery Marshall & Lucrecia SantibaƱez, 2007. "Teaching in Lao PDR," World Bank Other Operational Studies 7710, The World Bank.
  8. Charles Clotfelter & Elizabeth Glennie & Helen Ladd & Jacob Vigdor, 2006. "Would Higher Salaries Keep Teachers in High-Poverty Schools? Evidence from a Policy Intervention in North Carolina," NBER Working Papers 12285, National Bureau of Economic Research, Inc.
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Cited by:
  1. Lewis, Maureen & Pettersson, Gunilla, 2009. "Governance in health care delivery : raising performance," Policy Research Working Paper Series 5074, The World Bank.
  2. Charles Kenny, 2010. "Learning about Schools in Development," Working Papers id:3386, eSocialSciences.

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