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  • 1
    Online Resource
    Online Resource
    Outcomes, Opportunity and Development : Why Unequal Opportunities and Not Outcomes Hinder Economic Development (2013)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (46 p)
    Edition: 2013 World Bank eLibrary
    Parallel Title: Molina, Ezequiel Outcomes, Opportunity and Development
    Abstract: This paper studies the relationship between inequality of opportunity and development outcomes in a cross-country setting. Scholars have long debated the impact of inequality on growth, development, and the quality of institutions in a society. The empirical relationships are however confounded by the notion that "inequality" can be seen as a composite of inequality arising from differences in effort and ability, which would tend to encourage competition and productivity, and inequality attributable to unequal opportunities, particularly in terms of access to basic goods and services, which might translate to wasted human potential and lower levels of development. The analysis in this paper applies a measure of educational opportunities that incorporates inequality between "types" or circumstance groups. Theories from economic history are used to instrument for this type of inequality in a large cross-country dataset. The results seem to confirm the hypothesis that this measure of inequality of opportunity is a better fit for structural inequality than the Gini index of income. The results suggest that inequality of endowments at the outset of history led to unequal educational opportunities, which in turn affected development outcomes such as institutional quality, infant mortality, and economic growth. The findings are robust to several checks on the instrumental variable specification
    DOI: 10.1596/1813-9450-6735
    URL: Volltext  (Deutschlandweit zugänglich)
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    Online Resource
    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Evidence-based teaching : effective teaching practices in primary school classrooms : Teach classroom observation tool background paper (2018)
    Washington, DC, USA : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 65 Seiten) , Illustrationen
    Series Statement: Policy research working paper 8656
    Series Statement: Policy research working paper
    Keywords: Graue Literatur
    DOI: 10.1596/1813-9450-8656
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Clientelism in the Public Sector : Why Public Service Reforms May Not Succeed and What to Do About It (2017)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: World Development Report Background Papers
    Series Statement: World Bank E-Library Archive
    Abstract: The World Development Rep ...
    DOI: 10.1596/26257
    URL: Volltext  (Deutschlandweit zugänglich)
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    Online Resource
    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Making Great Strides Yet a Learning Crisis Remains in Tanzania : Results of the SDI and SABER service Delivery Surveys (2019)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Systems Approach for Better Education Results (SABER)
    Abstract: This report is organized as follows. Chapter one analyzes the emerging trends in the evolution of student's learning outcomes in Tanzania's primary schools and explores variations by region, ethnic-group and gender. Chapter two describes different dimensions and trends of teacher quality, such as teacher absence, content knowledge, pedagogical skills and teaching practices. Chapter three provides descriptive evidence on school governance and school management quality using the Development-World Management Survey. Chapter four presents detailed information on school inputs and infrastructure, as well as emerging trends. Chapter five provides a more general description of the different types of support available to students and their engagement to learning. Chapter six analysis the correlation between service delivery indicators and learning outcomes and provides suggestive evidence on key observable factors associated with highest gains in test scores. Chapter seven concludes by providing some clear lessons and priority areas for action
    DOI: 10.1596/35980
    URL: Deutschlandweit zugänglich
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    Online Resource
    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    How Do We Know Teacher Professional Development Is Working? : Measuring Changes in Teaching Practices in the Classroom (2021)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Education ; Educational Sciences
    Abstract: The teaching that students receive in the classroom is the most important school-based determinant of student learning. The objective of this note is to provide guidance on how to: (1) establish a numerical indicator to measure changes in teaching practices through the use of classroom observation tools for use in education projects, and (2) produce a benchmark to compare changes in teaching practices through this indicator. The way that teachers interact with their students in the classroom makes all the difference in ensuring students' academic and socioemotional learning. For this reason, education projects that seek to improve student learning frequently include components focused on improving teaching practices through interventions such as modifying the curriculum, improving pre-service or in-service teacher training, and integrating additional instructional support to the classroom through the use of structured instructional material or technology. This note provides guidance on how to establish a numerical indicator to measure teaching practices through classroom observation tools, and how to benchmark this indicator to track changes in teaching practices over time for use in educational interventions. This guidance is structured through a three-step process: step 1, selecting an appropriate classroom observation tool; step 2, selecting an indicator to track teaching practices using that tool; and step 3, establishing a reasonable benchmarking target for the chosen indicator
    DOI: 10.1596/36762
    URL: Deutschlandweit zugänglich
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    Online Resource
    MPI Ethno. Forsch.
  • 6
    Online Resource
    Online Resource
    What Do Teachers Know and Do? Does It Matter? Evidence from Primary Schools in Africa (2017)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (37 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als Bold, Tessa What Do Teachers Know and Do? Does It Matter? Evidence from Primary Schools in Africa
    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
    DOI: 10.1596/1813-9450-7956
    URL: Volltext  (Deutschlandweit zugänglich)
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    Online Resource
    MPI Ethno. Forsch.
  • 7
    Online Resource
    Online Resource
    Identifying effective teachers : lessons from four classroom observation tools (2020)
    [Washington, DC, USA] : World Bank Group, Development Economics, Development Research Group & Education Global Practice, Human Development Vice Presidency
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 71 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9365
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Filmer, Deon Identifying Effective Teachers: Lessons from Four Classroom Observation Tools
    Keywords: Graue Literatur
    Abstract: Four different classroom observation instruments - from the Service Delivery Indicators, the Stallings Observation System, the Classroom Assessment Scoring System, and the Teach classroom observation instrument - were implemented in about 100 schools across four regions of Tanzania. The research design is such that various combinations of tools were administered to various combinations of teachers, so these data can be used to explore the commonalities and differences in the behaviors and practices captured by each tool, the internal properties of the tools (for example, how stable they are across enumerators, or how various indicators relate to one another), and how variables collected by the various tools compare to each other. Analysis shows that inter-rater reliability can be low, especially for some of the subjective ratings; principal components analysis suggests that lower-level constructs do not map neatly to predetermined higher-level ones and suggest that the data have only few dimensions. Measures collected during teacher observations are associated with student test scores, but patterns differ for teachers with lower versus higher subject content knowledge
    DOI: 10.1596/1813-9450-9365
    URL: lizenzpflichtig
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 8
    Online Resource
    Online Resource
    Three Principles to Support Teacher Effectiveness During COVID-19 (2020)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy Notes
    Abstract: Effective teachers are irreplaceable in helping students succeed. They facilitate two-way teaching and learning processes, helping students learn content through real time responses to questions, making learning fun, shaping students' attitudes, exemplifying empathy, modeling teamwork and respect, and building student resilience in several ways. Successful teachers work with school management teams and parents to ensure consistent support for students as they transition through school. The sudden closure of schools during COVID-19 has left many teachers across several countries uncertain about their role, unable to use technology effectively to communicate and teach, and unprepared for classroom challenges when schools reopen. The pandemic has brought the need to bridge digital divides into sharp focus, with countries and schools adept at using such technologies facing fewer challenges in meeting learning goals. There can be little doubt that high-quality education is a social experience, requiring routine human interface. Successful teachers are irreplaceable in this task and will remain so in the foreseeable future but they need to be supported in multiple ways to be effective in unpredictable circumstances. Given the central role teachers play in student learning, this note outlines three key principles to help governments and their development partners in supporting teacher effectiveness during and in the aftermath of COVID-19. It discusses these principles in relation to the three phases of the World Bank's COVID-19 education policy response: coping, managing continuity, and improvement and acceleration.1 The three principles are basic and apply regardless of country context
    DOI: 10.1596/33775
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 9
    Online Resource
    Online Resource
    The Governance Game (2017)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: World Development Report Background Papers
    Series Statement: World Bank E-Library Archive
    Abstract: In this paper, the authors use the lab to test a series of policy proposals designed to constrain rent-seeking behaviour in a policymaking context. The baseline governance game is conducted in the following way: subjects are randomly assigned to groups of four, with one subject randomly selected to be the "policymaker", while the other three are the "citizens". Citizens are informed that they can use their endowments to contribute to a group account. Any amount contributed to the group account are doubled. Once citizens have made their contribution decisions, the policymaker observes the contribution decisions of each citizen, and the total amount in the group account. The policymaker formulates a distribution "policy" to distribute the tokens among all four group members. The game is repeated for 20 rounds. With this basic framework, the authors implement and test the effect of three institutions designed to constrain policymaker rent-seeking behaviour: voting, policy commitment, and punishment. The results show that voting and enforced commitment are the most effective policy mechanisms to constrain rent-seeking, and improve citizen welfare. The authors find policymaker punishment regimes to be largely ineffective, both in reducing rent-seeking and improving welfare of citizens
    DOI: 10.1596/26085
    URL: Volltext  (Deutschlandweit zugänglich)
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    Online Resource
    MPI Ethno. Forsch.
  • 10
    Online Resource
    Online Resource
    Measuring teaching practices at scale : results from the development and validation of the Teach classroom observation tool : Teach classroom observation tool background paper (2018)
    Washington, DC, USA : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 38 Seiten) , Illustrationen
    Series Statement: Policy research working paper 8653
    Series Statement: Policy research working paper
    Keywords: Graue Literatur
    DOI: 10.1596/1813-9450-8653
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
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