Teacher Policy Components in World Bank Operations · Project Design: Results Frameworks Over the past ten years 64 out of 68 projects with teacher components have a results framework

EDUCATION STAFF DEVELOPMENT PROGRAMEDUCATION STAFF DEVELOPMENT PROGRAM

Teacher Policy Components in World Bank Operations

ESDP WORLD BANK SESSION 6

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EDUCATION STAFF DEVELOPMENT PROGRAM

Objectives

We reviewed teacher policy components in World Bank projects over the past 10 years

(2002-2011)

Sought to Identify programs with teacher policy components that were evaluated as either successes or failures using content

analysis

Goal-To draw lessons for future design and implementation of Bank projects

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112 Completed Projects in 63 countries between 2002-2012

AFR 25%

EAP 9%

ECA 13%

LCR 21%

MNA 12%

SAR 18%

3


AFR 26%

EAP 7%

ECA 13%

LCR 21%

MNA 10%

SAR 22%

68 Projects in 46 countries include teacher policy components

4


Project Performance: Projects with teacher components have slightly higher

ICR outcome ratings

Source: Teacher Component Review

0% 20% 40% 60% 80% 100%

All Education Projects

Projects with TeacherComponents

Projects by ICR Outcome Ratings, 2002-2011

Highly Unsatisfactory Unsatisfactory

Moderately Unsatisfactory Moderately Satisfactory

Satisfactory Highly Satisfactory

5


Weak Risks and Risk Mitigation Measures in Project Design

Only 27 out of 68 projects (40%) with teacher components identify risks related to teachers.

Out of 27—8 identify risks posed by unions, 5 lack of interest from teachers, 2 political risks, remaining identify risks unique to project contexts

How can we better conceptualize risks and mitigation measures in projects?

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8. Motivating

teachers to

perform

1. Setting

clear

expectations

for teachers

2. Attracting

the best into

teaching

3. Preparing

teachers

with useful

training and

experience

4. Matching

teachers’

skills with

students’

needs

5. Leading

teachers with

strong

principals

6. Monitoring

teaching and

learning

7. Supporting

teachers to

improve

instruction

Effective

Teachers

8 Goals of effective teacher policy systems

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Teacher Policy Components in WB Projects

28%18%

31%

13%18%

10%

85%

7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

All Closed Projects, FY 2002-2011

8


Trends in Goals Change over Time

0%

5%

10%

15%

20%

25%

30%

35%

2002 2003 2004 2005 2006 2007 2008 2009 2010

Trends in Goals, FY 2002-2010

Setting Preparing Supporting

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Project Design: Results Frameworks

Over the past ten years 64 out of 68 projects with teacher components have a results framework. Of these, only 51 (75%) have at least one results indicator for teachers.

Majority of results indicators assess teacher training 40 out of 58, 69%, have an indicator to assess

Goal 7

Discussion of substance of results indicators

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There are few results indicators for most policy goals.

47%

33%

14%

22%

25%

29%

69%

20%

0% 10% 20% 30% 40% 50% 60% 70% 80%

Setting

Attracting

Preparing

Matching

Leading

Monitoring

Supporting

Motivating

Percent of Projects with Results Indicators to assess Teacher Policy Goals, FY 2002-2011

11


Summary

• Focus on:

– Supporting teachers

– Curriculum

– Pre-service Training

• Higher ratings

• Fewer identified risks

• Components in other goals were less likely to include results indicators

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• What can we learn from successful projects to help identify appropriate components?

• How can we adequately identify risks?

• Can we better incorporate results indicators?

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28%18%

31%

13%18%

10%

85%

7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

All Closed Projects, FY 2002-2011

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Documents

Teacher Policy Components in World Bank Operations · Project Design: Results Frameworks Over the past ten years 64 out of 68 projects with teacher components have a results framework