What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?

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Permanent URL for this page: http://hdl.voced.edu.au/10707/250447.


Author: Orr, David; Westbrook, Jo; Pryor, John; Durrani, Naureen; Sebba, Judy; Adu-Yeboah, Christine

Abstract:

This study was funded by the Australian Agency for International Development (AusAID) as part of a joint call for systematic reviews with the Department for International Development (DFID) of the UK, and the International Initiative for Impact Evaluation (3ie). They and the policy makers, teacher educators and managers in the education systems sought information on the approaches to increasing the skills of untrained or under-trained teachers (UUTs) in the teacher workforce that are likely to be most effective in low- and middle-income countries and at what cost. This addresses a concern that previous strategies, such as the massive recruitment of untrained and less-educated teachers in order to meet vastly expanded pupil enrolment, have led to poorer learning and teaching outcomes. This review explored the following research question: What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in low and middle-income countries? This was done through the following sub-questions: How do UUTs perform in the classroom, and what factors affect their performance? What forms of intervention have been used to attempt to improve the performance of these teachers? How have these interventions affected these teachers' methods, skills and motivation, the performance of their pupils, and the satisfaction of parents, headteachers and other stakeholders? What is the available evidence for the effectiveness and cost-effectiveness of such interventions, and what are the factors that may influence these in different settings? The review had a broad scope, considering interventions with untrained or under-trained schoolteachers from low- or middle-income settings countries in Latin America, the Caribbean, Africa, the Middle East, Asia and Oceania. Setting, contextual factors, barriers, facilitators and the reported views of stakeholders were taken into account in order to situate better these strategies and their range of applicability.

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This study was funded by the Australian Agency for International Development (AusAID) as part of a joint call for systematic reviews with the Department for International Development (DFID) of the UK, and the International Initiative for Impact Evaluation (3ie). They and the policy makers, teacher educators and managers in the education systems sought information on the approaches to increasing the skills of untrained or under-trained teachers (UUTs) in the teacher workforce that are likely to be most effective in low- and middle-income countries and at what cost. This addresses a ...  [+] Show more

Subjects: Providers of education and training; Finance; Workforce development; Research; Skills and knowledge; Management; Outcomes; Performance

Keywords: Professional development; Teachers; Cost; Cost effectiveness; Training cost; Systematic review; Skill upgrading; Skill development; Capacity building; Strategic planning; Planning of education and training; Outcomes of education and training

Geographic subjects: Africa; Middle East; Asia; Oceania; Central America and the Caribbean; South America

Published: London, England: EPPI-Centre, Social Science Research Centre, Institute of Education, University of London, 2013

Physical description: iii, 119 p.

Access item:
http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3382

ISBN: 9781907345487

Resource type: Report

Call Number:
TD/TNC 112.440



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