Remote schools in developing countries are costly to supervise, resulting in low teacher accountability and poor education outcomes. This paper reports the results of a randomized evaluation of three treatments that introduced teacher incentives based on community monitoring of teacher effort against locally agreed standards. The Social Accountability Mechanism (SAM) treatment facilitated a joint commitment between schools and community members to improve learning. Teacher performance was rated against it, discussed in monthly public meetings and passed on to authorities. The second and third treatments combined SAM with a performance pay mechanism that would penalize eligible teachers’ remote area allowance for poor performance. In the SAM+Camera (SAM+Cam) treatment, the cut was based on absence as recorded by a tamper-proof camera; while in the SAM+Score treatment, it was based on the overall rating. After one year, the findings indicate improvements in learning outcomes across all treatments; however, the strongest impact of 0.20 standard deviation is observed for SAM+Cam. The evaluation also finds a small positive impact on the effort of affected teachers for SAM+Cam and SAM, and significant positive improvements on parental educational investments in all treatments. For SAM and SAM+Cam, additional data were collected in the second year (one year after project facilitators left). The findings show that SAM+Cam’s impacts on learning outcomes and parental investments—but not teacher effort —persisted into the second year.
Details
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Author
Gaduh,Arya Budhiastra, Pradhan,Menno Prasad, Priebe,Jan, Susanti,Dewi
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Document Date
2021/08/10
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Document Type
Policy Research Working Paper
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Report Number
WPS9748
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Volume No
1
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Total Volume(s)
1
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Country
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Region
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Disclosure Date
2021/08/10
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Disclosure Status
Disclosed
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Doc Name
Scores, Camera, Action : Social Accountability and Teacher Incentives in Remote Areas
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Keywords
Teachers; community needs; high rate of absenteeism; quality of public service; Research Support; adequate number of teacher; literacy and numeracy; social accountability initiative; number of teachers; Student Learning Assessment; follow up survey; secondary school education; evidence of compliance; allocation of fund; time and resource; local government agency; community-driven development; education service delivery; standard of performance; access to information; public primary school; grievance redress mechanism; public service provider; rights to services; primary school teacher; social accountability mechanism; channels for communication; demand for good; other education stakeholder; item response theory; normal school hour; student learn outcome; remote area; Performance Pay; incentive payment; teacher performance; teacher incentive; village head; treatment group; baseline survey; village meeting; in school; evaluation result; community monitoring; standard deviation; test score; cultural norm; parental satisfaction; learning continuum; teacher absenteeism; teacher absence; teacher behavior; Teacher Evaluation; random sample; school inspector; recent studies; value added; learning environment; survey instrument; community-based approaches; temporary contract; eligible school; parental engagement; free rider; national index; disadvantaged area; Teacher Pay; school committee; corporal punishment; average score; teacher accountability; process monitoring; public meeting; survey data; positive impact
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Citation
Gaduh,Arya Budhiastra Pradhan,Menno Prasad Priebe,Jan Susanti,Dewi
Scores, Camera, Action : Social Accountability and Teacher Incentives in Remote Areas (English). Policy Research working paper,no. WPS 9748,Impact Evaluation series Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/947161628601673722/Scores-Camera-Action-Social-Accountability-and-Teacher-Incentives-in-Remote-Areas