No more cutting class ? reducing teacher absence and providing incentives for performance
AbstractExpanding 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.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by The World Bank in its series Policy Research Working Paper Series with number 4847.
Date of creation: 01 Feb 2009
Date of revision:
Tertiary Education; Primary Education; Education For All; Teaching and Learning; Secondary Education;
This paper has been announced in the following NEP Reports:
- NEP-ALL-2009-03-14 (All new papers)
- NEP-CWA-2009-03-14 (Central & Western Asia)
- NEP-DEV-2009-03-14 (Development)
- NEP-EDU-2009-03-14 (Education)
- NEP-LAB-2009-03-14 (Labour Economics)
- NEP-SEA-2009-03-14 (South East Asia)
- NEP-URE-2009-03-14 (Urban & Real Estate Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Das, Jishnu & Dercon, Stefan & Habyarimana, James & Krishnan, Pramila, 2005.
"Teacher shocks and student learning : evidence from Zambia,"
Policy Research Working Paper Series
3602, The World Bank.
- Jishnu Das & Stefan Dercon & James Habyarimana & Pramila Krishnan, 2007. "Teacher Shocks and Student Learning: Evidence from Zambia," Journal of Human Resources, University of Wisconsin Press, vol. 42(4).
- Jishnu Das & Stefan Dercon & James Habyarimana & Pramila Krishnan, 2004. "Teacher Shocks and Student Learning: Evidence from Zambia," CSAE Working Paper Series 2004-26, Centre for the Study of African Economies, University of Oxford.
- Stefan Dercon, 2004. "Teacher Shocks and Student Learning: Evidence from Zambia," Economics Series Working Papers WPS/2004-26, University of Oxford, Department of Economics.
- Das, J. & Dercon, S. & Habyarimana, J. & Krishnan, P., 2004. "Teacher Shocks and Student Learning: Evidence from Zambia," Cambridge Working Papers in Economics, Faculty of Economics, University of Cambridge 0514, Faculty of Economics, University of Cambridge.
- 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.
- Clotfelter, Charles & Glennie, Elizabeth & Ladd, Helen & Vigdor, Jacob, 2008. "Would higher salaries keep teachers in high-poverty schools? Evidence from a policy intervention in North Carolina," Journal of Public Economics, Elsevier, Elsevier, vol. 92(5-6), pages 1352-1370, June.
- Randall Reback & Julie Berry Cullen, 2006.
"Tinkering toward accolades: School gaming under a performance accountability system,"
Working Papers, Barnard College, Department of Economics
0601, Barnard College, Department of Economics.
- 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.
- Esther Duflo & Rema Hanna, 2005.
"Monitoring Works: Getting Teachers to Come to School,"
- Esther Duflo & Rema Hanna, 2005. "Monitoring Works: Getting Teachers to Come to School," NBER Working Papers 11880, National Bureau of Economic Research, Inc.
- Duflo, Esther & Hanna, Rema, 2005. "Monitoring Works: Getting Teachers to Come to School," CEPR Discussion Papers, C.E.P.R. Discussion Papers 5426, C.E.P.R. Discussion Papers.
- Duflo, Esther & Hanna, Rema & Ryan, Stephen, 2008. "Monitoring Works: Getting Teachers to Come to School," CEPR Discussion Papers, C.E.P.R. Discussion Papers 6682, C.E.P.R. Discussion Papers.
- Esther Dufluo & Rema Hanna, 2006. "Monitoring works: Getting teachers to come to school," Framed Field Experiments, The Field Experiments Website 00142, The Field Experiments Website.
- Luis Benveniste & Jeffery Marshall & Lucrecia Santibañez, 2007. "Teaching in Lao PDR," World Bank Other Operational Studies 7710, The World Bank.
- 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.
- 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, American Economic Association, vol. 20(1), pages 91-116, Winter.
- Das, Jishnu & Pandey, Priyanka & Zajonc, Tristan, 2006. "Learning levels and gaps in Pakistan," Policy Research Working Paper Series 4067, The World Bank.
- Charles Kenny, 2010. "Learning about Schools in Development," Working Papers id:3386, eSocialSciences.
- Lewis, Maureen & Pettersson, Gunilla, 2009. "Governance in health care delivery : raising performance," Policy Research Working Paper Series 5074, The World Bank.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Roula I. Yazigi).
If references are entirely missing, you can add them using this form.