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4 results on '"CLASSROOM RATIO"'

1. Does longer compulsory education equalize schooling by gender and rural/urban residence ?

Author

Murat G. Kirdar, Meltem Dayıoğlu, and İsmet Koç

Subjects
GENDER GAP, POPULATION STUDIES, FAMILY RESOURCES, CLASSROOM RATIO, INVESTMENT, SOCIAL WELFARE, SOCIAL PROGRAMS, equality in education, GRADE LEVELS, CHILDREN, ECONOMIC GROWTH, Compulsory education, jel:I21, CHILD HEALTH, rural and urban, CLASSROOM, compulsory schooling, gender, rural and urban, equality in education, regression discontinuity design, jel:I24, FEMALE EDUCATION, POPULATION AND DEVELOPMENT, jel:I28, Sociology, FUTURE GENERATIONS, SPILLOVER, 050207 economics, Socioeconomics, 10. No inequality, POPULATION, SCHOOL AGE, MIGRANTS, education.field_of_study, VALUES, CURRICULA, RESOURCE ALLOCATION, PLACE OF RESIDENCE, WOMEN, EDUCATION, ENROLLMENT RATES, URBAN WOMEN, EXISTING CAPACITY, GROUPS, SOCIAL SERVICES, GIRLS, RISING DEMAND, SECONDARY SCHOOL LEVEL, PRIMARY SCHOOL GRADUATES, COMPULSORY EDUCATION, SCHOOL CONSTRUCTION, INTERVENTIONS, SECONDARY SCHOOLS, BULLETIN, LABOR SUPPLY, TEACHERS, TUITION, MINISTRY OF EDUCATION, education, POLICY DISCUSSIONS, STUDENTS, SECONDARY SCHOOL DIPLOMA, Development, Family income, GENDER GAPS, BASIC EDUCATION, POLICY CHANGE, RURAL CHILDREN, SCHOOLS, 0502 economics and business, RURAL AREAS, FERTILITY, INFANT HEALTH, PROGRESS, FORMAL SCHOOLING, LABOR MARKET, J15, DECISION MAKING, J16, SOCIAL NORMS, CLASSROOMS, DEVELOPMENT POLICY, SMALL SCHOOLS, EDUCATIONAL ATTAINMENT, CULTURAL CHANGE, SCHOOL YEAR, RURAL GIRLS, INFANT, FINANCIAL CONSTRAINTS, HIGH SCHOOL DIPLOMA, RURAL RESIDENCE, 050204 development studies, COMPLETION RATES, EDUCATIONAL OUTCOMES, RURAL STUDENTS, gender, COMPLETION RATE, 050205 econometrics, MARRIAGE, RURAL RESIDENTS, 050208 finance, 4. Education, 05 social sciences, BOARDING SCHOOLS, STUDENT ACHIEVEMENT, POLICIES, SCHOOL STUDENTS, SECONDARY SCHOOLING, GENDER DIFFERENCES, POLICY, TEACHER RATIO, PARTICIPATION RATES, SCHOOLING QUALITY, PREGNANCY, FORMAL EDUCATION, YOUTH, HUMAN CAPITAL, SKILLS, SCHOOL QUALITY, I21, RESPECT, EDUCATION LAW, RELIGIOUS EDUCATION, NET ENROLLMENT, SECONDARY SCHOOL, Economics and Econometrics, I28, ENROLLMENT RATE, MIGRATION, Population, I24, PARTICIPATION, RETURNS TO EDUCATION, MEDICAL CARE, PRIMARY SCHOOLS, POLICY RESEARCH, EDUCATION POLICIES, DEVELOPING COUNTRIES, Education For All,Population Policies,Regional Economic Development,Secondary Education,Primary Education, Accounting, Urbanization, TECHNICAL EDUCATION, ddc:330, SCHOOL YEARS, regression discontinuity design, KNOWLEDGE, Education policy, PRIMARY SCHOOL, POLICY RESEARCH WORKING PAPER, BOARDING, WORKFORCE, ENROLLMENT, PARTICIPATION OF WOMEN, STUDENT POPULATION, SCHOOL TIME, SCHOOL SUPPLIES, PRIMARY SCHOOLING, COMPULSORY SCHOOLING, Educational attainment, LABOR FORCE, POPULATION SIZE, TRANSPORTATION, NATIONAL EDUCATION, CLASS SIZE, URBAN MIGRATION, jel:J15, SCHOOL ATTENDANCE, jel:J16, GRADE COMPLETION RATE, ACCESSIBILITY OF SCHOOLS, URBAN AREAS, Residence, FAMILY INCOME, RURAL WOMEN, PUBLICATIONS, MARKET ECONOMY, Rural area, SCHOOLING, EDUCATION DECISIONS, Finance
Abstract

This study examines the effects of the extension of compulsory schooling from 5 to 8 years in Turkey in 1997—which involved substantial investment in school infrastructure—on schooling outcomes and, in particular, on the equality of these outcomes between men and women, and urban and rural residents using the Turkish Demographic and Health Surveys. This policy is peculiar because it also changes the sheepskin effects (signaling effects) of schooling, through its redefinition of the schooling tiers. The policy is also interesting due to its large spillover effects on post-compulsory schooling as well as its remarkable overall effect; for instance, we find that the completed years of schooling by age 17 increases by 1.5 years for rural women. The policy equalizes the educational attainment of urban and rural children substantially. The urban-rural gap in the completed years of schooling at age 17 falls by 0.5 years for men and by 0.7 to 0.8 years for women. However, there is no evidence of a narrowing gender gap with the policy. On the contrary, the gender gap in urban areas in post-compulsory schooling widens.

Published
2015

2. Madagascar Public Expenditure Review 2015 : Education

Author

World Bank Group

Subjects
LEARNING OUTCOMES, CLASSROOM RATIO, EDUCATION SECTOR, INVESTMENT, PRESCHOOL ENROLLMENT, EDUCATION BUDGET, EXAMS, SCHOOL CHILDREN, PUBLIC EDUCATION SPENDING, CHILDREN, PUPIL SPENDING, TRAINING PROGRAMS, CLASSROOM, PUPIL- CLASSROOM RATIOS, LEARNING MATERIALS, QUALITY OF EDUCATION, TRAINING CENTERS, PUPIL-CLASSROOM RATIOS, SCHOOL AGE, VALUES, CURRICULA, PRIVATE EXPENDITURE, STUDENT LEARNING ACHIEVEMENT, FORMAL TRAINING, COMMUNITY TEACHERS, PUPIL-CLASSROOM RATIO, EDUCATION, ENROLLMENT RATES, SCHOOL FURNITURE, EDUCATION ADMINISTRATION, TRAINING OF TEACHERS, GROUPS, COSTS OF EDUCATION, GIRLS, PRIMARY COMPLETION RATES, EDUCATION SPENDING, PRIMARY CYCLE, PRIMARY EDUCATION SYSTEM, SCHOOL CONSTRUCTION, INTERVENTIONS, GROSS ENROLLMENT RATIO, ENROLLMENT FIGURES, BASIC SKILLS, TEACHERS, PRIMARY EDUCATION, INVESTMENT IN EDUCATION, SCHOOL FEEDING PROGRAMS, STUDENTS, CLASS REPETITION, TEACHING AIDS, SCHOOLS, COST PER CHILD, TEXTBOOK, SCHOOL AGE CHILDREN, TEACHER, TEACHER TRAINING, RURAL AREAS, AGE GROUPS, COST PER STUDENT, HIGHER EDUCATION, SCHOOL MANAGEMENT COMMITTEES, LITERACY, CLASSROOMS, ANNUAL GRANTS, LEARNING ACHIEVEMENT, LEARNING ACHIEVEMENTS, DROPOUT RATE, LEVEL OF EDUCATION, PRIMARY SCHOOL-AGED CHILDREN, REGULAR TEACHERS, ENROLLMENT RATIOS, PUBLIC SCHOOL, LITERACY RATES, ENROLLMENT FOR CHILDREN, ACCESS TO QUALITY EDUCATION, FEES, COMPLETION RATES, GROSS ENROLLMENT, YOUTH LITERACY, ATTENDANCE RATES, HIGH SCHOOL, TEXTBOOKS, EDUCATION EXPENDITURE, LEARNING MATERIAL, EDUCATION OUTCOMES, SCHOOL COMMITTEES, OUT-OF-SCHOOL CHILDREN, COMPLETION RATE, QUALIFIED TEACHERS, SCHOOL OPERATIONS, GER, YOUTH, EDUCATION SYSTEM, SKILLS, PRIMARY COMPLETION, NUTRITION, SECONDARY SCHOOL, SCHOOL FEES, PRIMARY ENROLLMENT, ENROLLMENT RATE, TRAINING, GROSS ENROLLMENT RATIOS, TEACHING, LEARNING, PRIMARY SCHOOLS, STUDENT LEARNING, ENROLLMENT RATIO, INSTRUCTIONAL TIME, PRIMARY SCHOOL ENROLLMENT, EDUCATION EXPENDITURES, PRIVATE SCHOOLS, PRIVATE EDUCATION, PUBLIC SCHOOLS, KNOWLEDGE, TEACHING FORCE, PRIMARY SCHOOL, QUALITY EDUCATION, ENROLLMENT, EDUCATION STRATEGY, LITERACY RATE, PRIMARY TEACHERS, GENDER EQUALITY, SCHOOL ENROLLMENT, EDUCATION FOR ALL, GENERAL EDUCATION, NATIONAL EDUCATION, GROSS ENROLLMENT RATE, ATTENDANCE RATE, SCHOOL DROPOUTS, VOCATIONAL TRAINING, PUBLIC EXPENDITURE, SCHOOL, LEADERSHIP, SCHOOLING, SCHOOL CANTEENS, SCHOOL CALENDAR, PRIMARY COMPLETION RATE, SCHOOL MANAGEMENT
Abstract

Management of the primary education system in Madagascar follows a centralized model, supported by de-concentrated services. Education is divided into (a) preschool, (b) 5 years of primary education, (c) 4 years of lower secondary, (d) 3 years of upper secondary, and (e) higher education. An important feature of the Malagasy education system is the relatively well developed framework for school-based management. The school management committees (FAFs, Fiaraha-miombon’Antoka ho amin’ny Fampandrosoana ny sekoly) consist of parents, teachers, the school director, and representatives from the local community. They have been in existence in each school since 2002, when the government started providing annual grants to schools on a per capita basis to cover part of schools’ operating expenses. The FAFs are responsible for managing these grants, and play a critical role in improving accountability of service delivery and promoting community engagement and social dialogue among local stakeholders. The FAFs are also increasingly participating in the financing of school operations, including hiring and paying community teachers and financing basic supplies. Trends in contributions from school committees in the financing of education are examined in details later in the paper.

Published
2015

3. Teacher Performance Pay : Experimental Evidence from Pakistan

Author

Barrera-Osorio, Felipe and Raju, Dhushyanth

Subjects
PUBLIC SCHOOL SYSTEM, CLASSROOM RATIO, EDUCATION SECTOR, PRIMARY SCHOOL LEVEL, LEVEL OF SKILL, OFFICIAL CURRICULUM, EXAMS, CHILDREN, EDUCATION SYSTEMS, TEACHER EFFECTIVENESS, SCHOOL SYSTEMS, TEACHER SALARIES, CLASSROOM, SCHOOL HEAD, RURAL SCHOOLS, EMPLOYMENT, TECHNICAL ASSISTANCE, EXAM, SCHOOL AGE, HEAD TEACHERS, VALUES, Education and Research [T22], EDUCATION GOALS, EDUCATION, SCIENCE, PERFORMANCE INDICATORS, ANNUAL SCHOOL CENSUS, SCHOOL CENSUS, EDUCATORS, EDUCATIONAL EFFECTIVENESS, NUMBER OF TEACHERS, CURRICULUM, GROUPS, STUDENT SCORES, GIRLS, LEARNING OBJECTIVES, INTERVENTIONS, EFFECTIVE TEACHERS, ENROLLMENT FIGURES, TEACHERS, STUDENT-TEACHER RATIO, PRIVATE SCHOOL TEACHERS, NET ENROLLMENT RATE, SCHOOL ADMINISTRATORS, PRIMARY EDUCATION, education, STUDENTS, GRADE EXAM, EDUCATION DEPARTMENTS, SCHOOL NUTRITION, ECONOMICS OF EDUCATION, SCHOOLS, PRIMARY SCHOOL TEACHERS, NUMBER OF STUDENTS, PASS RATE, TEACHER, SCHOOL LOCATION, RURAL AREAS, Pakistan [L16], STUDENTS PER TEACHER, URBAN SCHOOLS, GRADUATE, TEACHER PERFORMANCE, ACHIEVEMENT TESTS, HEAD TEACHER, CLASSROOMS, EARLY CHILDHOOD, SMALL SCHOOLS, SCHOOL TEACHER, PROVINCIAL EDUCATION, EARLY CHILDHOOD DEVELOPMENT, SCHOOL PERFORMANCE, SCHOOL YEAR, PUBLIC SCHOOL, HIGH SCHOOL DIPLOMA, EXAM SCORE, RESEARCH, EDUCATIONAL OUTCOMES, EDUCATION MANAGEMENT, EDUCATIONAL ACHIEVEMENTS, HIGH SCHOOL, TEACHER COMPETENCY, SCHOOL VISITS, ENROLLMENT DATA, EDUCATION OUTCOMES, OPEN ACCESS, HUMAN DEVELOPMENT, PROFESSIONAL TRAINING, SCHOOL EDUCATION, PAPERS, EXAM QUESTIONS, PRIMARY LEVEL, SCHOOL EFFECTIVENESS, STUDENT ACHIEVEMENT, DISTRICT EDUCATION, SCHOOL STUDENTS, SCHOOL INDICATORS, STUDENT, TEACHER RATIO, TEACHER WORKFORCE, PARTICIPATION RATES, HIGH SCHOOLS, FUNCTIONAL SCHOOLS, SCHOOL TEACHERS, SKILLS, SCHOOL QUALITY, NUTRITION, RESEARCHERS, NET ENROLLMENT, SECONDARY SCHOOL, HIGHER GRADES, ACADEMIC ACHIEVEMENT, SCHOOL PARTICIPATION, ENROLLMENT RATE, TRAINING, READERS, PARTICIPATION, HUMAN RESOURCES, PRIVATE SCHOOL, TEACHING, EDUCATION REFORM, LEARNING, SCHOOL LEVEL, PRIMARY SCHOOLS, TEACHER SHORTAGES, STUDENT LEARNING, SCHOOL SYSTEM, PRIMARY SCHOOL STUDENTS, ACADEMIC QUALIFICATIONS, PRIVATE SCHOOLS, PUBLIC SCHOOLS, PRIMARY SCHOOL, UNIVERSITIES, ENROLLMENT, EFFECTIVE TEACHING, ENROLLMENT BY GRADE, SCHOOL ENROLLMENT, EDUCATION FOR ALL, STUDENT OUTCOMES, FIRST GRADE, STUDENT TEACHER RATIO, PUBLIC PRIMARY SCHOOLS, EDUCATION DEPARTMENT, SCHOOL, COEDUCATIONAL SCHOOLS, CHILDHOOD DEVELOPMENT, UNIVERSITY, LEADERSHIP, SCHOOL LEADERS, SCHOOL MANAGEMENT
Abstract

This paper presents evidence from the first three years of a randomized controlled trial of a government-administered pilot teacher performance pay program in Punjab, Pakistan. The program offers yearly cash bonuses to teachers in a sample of public primary schools with the lowest mean student exam scores in the province. Bonuses are linked to three school-level indicators: the gain in student exam scores, the gain in school enrollment, and the level of student exam participation. Bonus receipt and size are also randomly assigned across schools according to whether or not the teacher is the school’s head. On average, the program increases school enrollment by 4.1 percent and student exam participation rates by 3.4 percentage points, both in the third year. The analysis does not find that the program increases student exam scores in any year. Mean impacts are similar across program variants. The positive mean impact on school enrollment is mainly seen in urban schools and the positive mean impact on student exam participation rates is only seen in rural schools.

Published
2015

4. Building Evidence, Shaping Policy : Findings of the 2012 Timor-Leste Education Survey

Author

World Bank

Subjects
STUDENT CHARACTERISTICS, LEARNING OUTCOMES, TRAINING NEEDS, STUDENT ATTENDANCE, AVAILABILITY OF TEXTBOOKS, CLASSROOM, MATHEMATICS, ACADEMIC PERFORMANCE, LITERACY MATERIALS, PERSONALITY, WORKERS, ENROLLMENT INCREASES, SCHOOL FURNITURE, NUMBER OF TEACHERS, FEMALE STUDENTS, SCHOOL SIZE, EDUCATION SPENDING, TEACHER ABSENTEEISM, INTERVENTIONS, READING, SECONDARY SCHOOLS, SENIOR TEACHER, BASIC SKILLS, STUDENT-TEACHER RATIO, TEACHERS, COMPETENCIES, PARENT TEACHER ASSOCIATIONS, JUNIOR SECONDARY, REPETITION RATE, GENERAL SECONDARY SCHOOLS, STUDENT ASSESSMENTS, TEXTBOOK, HOMEWORK, TEACHER, SECONDARY EDUCATION, TEACHER QUALITY, REPETITION RATES, CHILDREN START PRIMARY SCHOOL, VOCATIONAL SECONDARY, AVERAGE CLASS SIZE, SECONDARY SCHOOL TEACHERS, LITERACY, VOCATIONAL SECONDARY SCHOOLS, SMALL SCHOOLS, SCHOOL INFRASTRUCTURE, SCHOOL TYPES, SCHOOL AUTONOMY, FIELD WORK, SCHOOL PERFORMANCE, DISTANCE TO SCHOOL, SCHOOL YEAR, SENIOR SECONDARY, RURAL POPULATION, EDUCATION MANAGEMENT, GROSS ENROLLMENT, LANGUAGE OF INSTRUCTION, ATTENDANCE RATES, LANGUAGE POLICY, TEXTBOOKS, OLDER CHILDREN, ComputingMilieux_COMPUTERSANDEDUCATION, LEARNING LEVELS, HUMAN DEVELOPMENT, STUDENT ACHIEVEMENT, DISTRICT EDUCATION, STUDENT REPETITION, PARENT SUPPORT, GENDER DIFFERENCES, AVAILABILITY OF SCHOOLS, DECENTRALIZATION, GER, CHILDREN WITH SPECIAL NEEDS, EDUCATION SYSTEM, GHOST STUDENTS, HIGHER GRADES, SECONDARY SCHOOL, SUBJECT KNOWLEDGE, SCHOOL FEES, MOTHER TONGUE, INSTRUCTION, SCHOOL PLACES, SCHOOL LEVEL, SPECIAL PROGRAMS, PEDAGOGICAL KNOWLEDGE, EDUCATION POLICIES, PRE-SCHOOL EDUCATION, STUDENT LEARNING, SCHOOL SYSTEM, ENROLLMENT RATIO, PRIMARY SCHOOL STUDENTS, PRIVATE SCHOOLS, EDUCATION LEVEL, SCHOOL INSTRUCTION, LEARNING ENVIRONMENT, SCHOOL HEALTH, ABSENTEEISM RATES, STUDENT OUTCOMES, EARLY GRADES, CLASS SIZES, PUBLIC EXPENDITURE, SCHOOLS TRAVEL TIME, LEADERSHIP, SECONDARY SCHOOL STUDENTS, SCHOOLING, SCHOOL MANAGEMENT, CLASSROOM RATIO, EDUCATION SECTOR, LEVELS OF EDUCATION, ECONOMIC GROWTH, EDUCATION LEVELS, BASIC SERVICES, CARE OF SIBLINGS, GRADE REPETITION, READING SKILLS, TEACHER SALARIES, SCHOOL FEEDING, OFFICIAL SCHOOL AGE, QUALITY OF EDUCATION, LEARNING PROCESS, TEST SCORES, FEMALE TEACHERS, SCHOOL MATERIALS, SCHOOL BUILDINGS, EDUCATION AUTHORITIES, READING ACHIEVEMENT, SUBJECTS, CURRICULUM, TRAINING OF TEACHERS, GIRLS, SCHOOL-YEAR, SCHOOL CONSTRUCTION, SALARY INCREASES, GROSS ENROLLMENT RATIO, LEARNING TIME, STUDENT PERFORMANCE, PRIMARY EDUCATION, MINISTRY OF EDUCATION, BASIC EDUCATION, NATIONAL EXAMINATIONS, EDUCATION STATISTICS, SCHOOLS, PRIMARY SCHOOL TEACHERS, SANITATION, NUMBER OF STUDENTS, RURAL AREAS, SCHOOL LOCATION, AGE GROUPS, IMPLEMENTATION OF EDUCATION POLICIES, LANGUAGE INSTRUCTION, SCHOOL COMPLETION, DECISION MAKING, ACHIEVEMENT TESTS, CLASSROOMS, HEAD TEACHER, PROFICIENCY, STUDENT ABSENTEEISM, STUDENTS WITH LEARNING DIFFICULTIES, NATIONAL UNIVERSITY, LEARNING ACHIEVEMENT, TECHNICAL KNOWLEDGE, MOBILITY, EDUCATION QUALITY, BASIC SCHOOLS, LEVEL OF EDUCATION, SCHOOL FACILITIES, STUDENT ASSESSMENT, PUBLIC SCHOOL, ECONOMIC DEVELOPMENT, TEACHING EXPERIENCE, SCHOOL ENTRY, RESEARCH INSTITUTE, SHORTAGE OF TEXTBOOKS, PEDAGOGY, COMPETITION BETWEEN SCHOOLS, ENROLLMENT GROWTH, SUPPLY OF TEXTBOOKS, TEACHING METHODS, ACCESS TO EDUCATION, SPECIAL NEEDS, SCHOOL SURVEY, ACHIEVEMENTS, ADEQUATE SUPPLY OF TEXTBOOKS, SCHOOL DAY, EARLY READING, LEARNING DIFFICULTIES, PRIVATE SCHOOL, TEACHING, LEARNING, PRIMARY SCHOOLS, STUDENT EVALUATION, NUMBER OF SCHOOLS, EARLY LITERACY, PUBLIC SCHOOLS, PRIMARY SCHOOL, QUALITY EDUCATION, REPEATERS, SCHOOL DIRECTORS, TYPES OF SCHOOLS, CLASSROOM ACTIVITIES, EDUCATED TEACHERS, ADULTS, FIRST GRADE, MENTAL DISABILITIES, LABOR FORCE, CLASS SIZE, END OF GRADE, CAPACITY BUILDING, SCHOOL ATTENDANCE, ACCESSIBILITY OF SCHOOLS, ETHICS, MINIMUM QUALIFICATIONS
Abstract

Reliable evidence is needed to design policies that will allow overcoming Timor-Leste's remaining challenges in provision of quality education. In recent post-conflict years, aided by availability of oil revenues, Timor-Leste has been able to considerably improve availability of schools and access to education. This report presents findings of the 2012 Education Survey, collaboration between the Ministry of Education, the National Directorate of Statistics, AusAID and the World Bank. The survey collected detailed information at all primary, pre-secondary and secondary schools in the country. Its objectives were to support the improvement of Timor-Leste's education quality and service delivery through building a solid information source and analytical foundation which will allow for sound, evidence-based policy making. The survey results indicate that student absenteeism should be a major cause for concern. More than one third of grade one students were absent from school on the day of the survey, in some districts it was half or even more. Education levels of primary school teachers are low, with the majority only having secondary education. For 71 percent of primary school teachers the highest level of education is secondary school, for 6 percent it is even lower. Both demand and supply side interventions are needed to tackle the challenges faced. Some key policy areas should be: 1) improving school attendance through creating appropriate demand-side incentives; 2) enhancing teacher quality; 3) strengthening instruction language policy; 4) improving education system management; 5) improving school infrastructure and learning environment; and 6) ensuring adequate supply of textbooks.

Published
2013

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