There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers' interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.
helpful comments and feedback; and all participants in consultation meetings held in Dodoma in April and May 2018 for their valuable feedback and inputs. The findings, interpretations, and conclusions expressed herein are our own and do not necessarily represent the views of the World Bank, its Board of Directors, or any of its member countries. All remaining errors are our own.
Two hundred patients clinically diagnosed as having chronic rhinitis were provisionally grouped into allergic and non-allergic types of rhinitis on the basis of history, clinical examination, X-ray of the paranasal sinuses using the occipitomental view and other relevant investigations like differential and total leucocyte count. Whereas 158 cases were categorized into allergic rhinitis, 13 were diagnosed as suffering from vasomotor rhinitis, 25 from infective rhinitis and 4 patients from atrophic rhinitis. A nasal cytogram performed in all these cases showed allergic rhinitis in 107 cases, vasomotor rhinitis in 30 cases, infective on top of allergic rhinitis in 32 cases, common cold over allergic rhinitis in 3 cases, infective rhinitis in 20 cases, a non-infective non-allergic type in 4 cases and atrophic rhinitis in 4 cases. There was a good clinicocytological correlation; however, 30 patients clinically suspected to be having allergic rhinitis had an infective episode alone or on top of allergic rhinitis. Nasal cytology was thus found useful in modifying the treatment. It is a simple, easy and reliable investigation that can be done routinely in the out-patient department.
This policy note is an attempt to systematically analyze and document emerging trends in the evolution of students' learning outcomes in Tanzania's primary schools. The note is based on two rounds of the Service Delivery Indicators Survey in Tanzania, 2014 and 2016, and provides guidance to the Government on: (1) regional, district and school-level variations in gains in pupil achievement scores; (2) student, teacher and school level factors associated with learning outcomes; and (3) key observable factors associated with highest gains in test scores. The good news is that the Government's concerted reform efforts are showing positive results in quality of schooling: test scores in English, Math, and Kiswahili for Standard four pupils have improved significantly over time. They have improved all across Tanzania, with largest gains registered in disadvantaged targeted districts (EQUIP-T 3), followed by rural areas. Low-performing regions are catching up as the impacts of several large-scale investment programs are taking root. These improvements in test scores appear to be associated with improvements in teacher effort and subject knowledge. Rising pupil-teacher-ratios pose risks to continued learning improvements, particularly as the Government is preparing for rapid expansion in enrolments in the wake of the Fee-Free Basic Education Policy. Students tested for 2016 will be entering Form 1 secondary in 2018/19. For the improvements in learning at the primary level to have maximum impact, particularly in disadvantaged regions supported by EQUIP-T, they will require immediate attention to and investments in secondary schools to take these students through the full cycle of quality basic education promised by FFBEP. Female students, overage students, and non-native Kiswahili speakers continue to lag behind in learning, posing threats to the long-term equity of the system. Careful measurement of teacher practices at secondary level can provide ways to support teaching behavior conducive to the well-being of these children. 4
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