世界银行 -有针对性地分配教师能否提高学生的学习成果——来自马拉维的证据.pdf

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EducationGlobalPractice

July2024

PolicyResearchWorkingPaper10844

Abstract

Teachersareoneofthemostimportantinputsforlearn-successfuljust22percent.Usingadministrativedata,the

ing,butinmanylow-incomecountriestheyarepoorlypaperidentifiestheimpactsonstudentrepetitionratesof

distributedbetweenschools.Thispaperdiscussesthecaseofreductionsinpupil–qualifiedteacherratiosasaresultofthe

Malawi,whichhasintroducednewevidence-basedpoliciesnewteachers.Thefindingsshowthatschoolsthatmoved

andprocedurestoimprovetheequityandefficiencyofthefromhavingmorethan90pupilsperqualifiedteachertoa

allocationofteacherstoschools.Theanalysisfindsthatlowerratioexperiencedreductionsinlowerprimaryschool

adherencetothesepolicieshasbeenhighlyvariablebetweenrepetitionratesof2–3percentagepoints.However,similar

thecountry’sdistricts,withthemostsuccessfuldepl