Mechanisms for increasing the accountability of teachers and schools in rural Pakistan to improve learning outcomes
Pakistan has extremely low learning levels and poor education service delivery is a driving factor. The Khyber Pakhtunkhwa (KPK) government has expressed a strong desire for evidence on how to design evaluation and oversight systems for the education sector, with the goal of improving learning. The...
| Main Authors: | , , , , , |
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| Format: | Brief |
| Language: | Inglés |
| Published: |
International Growth Centre
2020
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| Subjects: | |
| Online Access: | https://hdl.handle.net/10568/143612 |
| _version_ | 1855528684507627520 |
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| author | Asad, Saher Habib, Masooma Karachiwalla, Naureen Kosec, Katrina Leaver, Clare ur Rehman, Attique |
| author_browse | Asad, Saher Habib, Masooma Karachiwalla, Naureen Kosec, Katrina Leaver, Clare ur Rehman, Attique |
| author_facet | Asad, Saher Habib, Masooma Karachiwalla, Naureen Kosec, Katrina Leaver, Clare ur Rehman, Attique |
| author_sort | Asad, Saher |
| collection | Repository of Agricultural Research Outputs (CGSpace) |
| description | Pakistan has extremely low learning levels and poor education service delivery is a driving factor. The Khyber Pakhtunkhwa (KPK) government has expressed a strong desire for evidence on how to design evaluation and oversight systems for the education sector, with the goal of improving learning. The government has two evaluation and oversight systems that should, in theory, incentivise teacher effort; in practice, they face substantial problems and are ineffective. First, teachers are evaluated annually via Performance Evaluation Report (PER) that feeds into promotion decisions. However, the PER is not teacher-specific, but general to the civil service, and accordingly does not properly measure aspects of teaching. Additionally, PERs are carried out by the headteacher, who – in Pakistani society – is hesitant to criticise colleagues. As a result, all teachers generally receive the same PER score, rendering scores meaningless. Second, a school inspection system exists, but inspections do not occur regularly and there is no guidance on how often or what inspectors should inspect, and how they should report findings. We will examine two interventions to improve teacher performance and learning outcomes. First, in a random subset of villages, we will introduce teacher-specific performance evaluations (PERs), to be carried out by an independent third party on an unannounced day. Second, in another random subset of villages, we will ensure that meaningful and informative school inspections occur by establishing clear guidelines and evaluation criteria. Teacher evaluation and school inspection outcomes will be linked to faster and slower promotions for teachers and headteachers, respectively. We will work with the government to decide what data to collect and how to provide feedback to the education department and school. In another random subset of villages, we will undertake both interventions. A control group will receive no interventions. This is the first study seeking to improve both teacher and school (i.e. headteacher) accountability. Literature shows that both levels are important. Teacher accountability reduces absenteeism and improves learning outcomes, and school accountability through improved monitoring has also been shown to improve school performance. However, it is not clear which level is more important in improving performance, nor whether improving accountability at both levels may provide higher value for money, suggesting complementarities. Knowing which levers and the ensuing rewards and sanctions are most effective (and cost-effective) is important both for education economics and for policymakers. |
| format | Brief |
| id | CGSpace143612 |
| institution | CGIAR Consortium |
| language | Inglés |
| publishDate | 2020 |
| publishDateRange | 2020 |
| publishDateSort | 2020 |
| publisher | International Growth Centre |
| publisherStr | International Growth Centre |
| record_format | dspace |
| spelling | CGSpace1436122024-10-25T07:58:45Z Mechanisms for increasing the accountability of teachers and schools in rural Pakistan to improve learning outcomes Asad, Saher Habib, Masooma Karachiwalla, Naureen Kosec, Katrina Leaver, Clare ur Rehman, Attique rural communities learning capacity development schools teachers accountability Pakistan has extremely low learning levels and poor education service delivery is a driving factor. The Khyber Pakhtunkhwa (KPK) government has expressed a strong desire for evidence on how to design evaluation and oversight systems for the education sector, with the goal of improving learning. The government has two evaluation and oversight systems that should, in theory, incentivise teacher effort; in practice, they face substantial problems and are ineffective. First, teachers are evaluated annually via Performance Evaluation Report (PER) that feeds into promotion decisions. However, the PER is not teacher-specific, but general to the civil service, and accordingly does not properly measure aspects of teaching. Additionally, PERs are carried out by the headteacher, who – in Pakistani society – is hesitant to criticise colleagues. As a result, all teachers generally receive the same PER score, rendering scores meaningless. Second, a school inspection system exists, but inspections do not occur regularly and there is no guidance on how often or what inspectors should inspect, and how they should report findings. We will examine two interventions to improve teacher performance and learning outcomes. First, in a random subset of villages, we will introduce teacher-specific performance evaluations (PERs), to be carried out by an independent third party on an unannounced day. Second, in another random subset of villages, we will ensure that meaningful and informative school inspections occur by establishing clear guidelines and evaluation criteria. Teacher evaluation and school inspection outcomes will be linked to faster and slower promotions for teachers and headteachers, respectively. We will work with the government to decide what data to collect and how to provide feedback to the education department and school. In another random subset of villages, we will undertake both interventions. A control group will receive no interventions. This is the first study seeking to improve both teacher and school (i.e. headteacher) accountability. Literature shows that both levels are important. Teacher accountability reduces absenteeism and improves learning outcomes, and school accountability through improved monitoring has also been shown to improve school performance. However, it is not clear which level is more important in improving performance, nor whether improving accountability at both levels may provide higher value for money, suggesting complementarities. Knowing which levers and the ensuing rewards and sanctions are most effective (and cost-effective) is important both for education economics and for policymakers. 2020-10-01 2024-05-22T12:15:35Z 2024-05-22T12:15:35Z Brief https://hdl.handle.net/10568/143612 en Open Access International Growth Centre Asad, Saher; Habib, Masooma; Karachiwalla, Naureen; Kosec, Katrina; Leaver, Clare; and ur Rehman, Attique. 2020. Mechanisms for increasing the accountability of teachers and schools in rural Pakistan to improve learning outcomes. IGC Policy Brief 37404. https://www.theigc.org/project/mechanisms-for-increasing-the-accountability-of-teachers-and-schools-in-rural-pakistan-to-improve-learning-outcomes/#outputs |
| spellingShingle | rural communities learning capacity development schools teachers accountability Asad, Saher Habib, Masooma Karachiwalla, Naureen Kosec, Katrina Leaver, Clare ur Rehman, Attique Mechanisms for increasing the accountability of teachers and schools in rural Pakistan to improve learning outcomes |
| title | Mechanisms for increasing the accountability of teachers and schools in rural Pakistan to improve learning outcomes |
| title_full | Mechanisms for increasing the accountability of teachers and schools in rural Pakistan to improve learning outcomes |
| title_fullStr | Mechanisms for increasing the accountability of teachers and schools in rural Pakistan to improve learning outcomes |
| title_full_unstemmed | Mechanisms for increasing the accountability of teachers and schools in rural Pakistan to improve learning outcomes |
| title_short | Mechanisms for increasing the accountability of teachers and schools in rural Pakistan to improve learning outcomes |
| title_sort | mechanisms for increasing the accountability of teachers and schools in rural pakistan to improve learning outcomes |
| topic | rural communities learning capacity development schools teachers accountability |
| url | https://hdl.handle.net/10568/143612 |
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