Instructional Time Loss in Developing Countries: Concepts, Measurement, and Implications

IF 8.7 1区 经济学 Q1 DEVELOPMENT STUDIES
H. Abadzi
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引用次数: 76

Abstract

Students in developing countries are often taught for only a fraction of the intended number of school hours. Time is often wasted due to informal school closures, teacher absenteeism, delays, early departures, and poor use of classroom time. Since the 1970s, attempts have been made in several countries to measure the use of instructional time in schools and its impact on student achievement. Studies have been of variable quality and have used different definitions and methods. However, they have consistently shown that significant amounts of time are lost and that the amount of time spent engaged in learning tasks is related to student performance. The large losses in many countries raise issues of governance, monitoring, and validity of economic analyses. It is important to take instructional time wastage into account when considering public sector expenditures on education, teacher salary rates, unit costs, and the rates of return from graduates. Refining time-loss measurement methods and disseminating policy implications may improve the efficiency of educational systems worldwide.
发展中国家的教学时间损失:概念、测量和影响
发展中国家的学生通常只接受预定学时数的一小部分。由于非正规学校关闭、教师缺勤、延误、早退和课堂时间利用不当,时间往往被浪费。自20世纪70年代以来,一些国家一直试图衡量学校教学时间的使用及其对学生成绩的影响。研究质量参差不齐,使用了不同的定义和方法。然而,他们一直表明,大量的时间被浪费了,花在学习任务上的时间与学生的表现有关。许多国家的巨额损失引发了治理、监测和经济分析有效性等问题。在考虑公共部门的教育支出、教师工资率、单位成本和毕业生回报率时,把教学时间浪费考虑进去是很重要的。改进时间损失的测量方法和传播政策影响可以提高全世界教育系统的效率。
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来源期刊
CiteScore
12.60
自引率
1.20%
发文量
8
期刊介绍: The World Bank Journals, including the Research Observer, boast the largest circulation among economics titles. The Research Observer is distributed freely to over 9,100 subscribers in non-OECD countries. Geared towards informing nonspecialist readers about research within and outside the Bank, it covers areas of economics relevant for development policy. Intended for policymakers, project officers, journalists, and educators, its surveys and overviews require only minimal background in economic analysis. Articles are not sent to referees but are assessed and approved by the Editorial Board, including distinguished economists from outside the Bank. The Observer has around 1,500 subscribers in OECD countries and nearly 10,000 subscribers in developing countries.
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