As in many developing countries, educating the poorest students in Guinea remains a challenge. Often, providing additional funding to schools is not enough to improve learning. The Government of Guinea aims to improve student learning by enhancing teacher performance through an incentive pilot scheme that includes a financial reward, social recognition, and teacher training. Third and fourth-grade teachers from 420 schools participated in the pilot. Researchers will evaluate the impact of these incentives on student achievement.
Research area: Education
Evaluation Sample: 1,550 teachers in 420 French-speaking schools
Timeline: 2012 - 2015
Intervention: Performance-based incentives, training
Researchers: Nathalie Lahire, World Bank; Deon Filmer, World Bank; Felipe Barrera-Osorio, Harvard University, School Graduate School of Education; Marie-Hélène Cloutier, World Bank; Adama Tiendrebeogo, World Bank; Fernando Cartwright, World Bank
Teachers are vital to student learning, but the evidence is mixed on how to best motivate teachers in the classroom. This evaluation offers one of the first looks at the impact of giving successful teachers public recognition versus actual material rewards, while testing the usefulness of training for teachers. The results will provide policymakers in Guinea and elsewhere with evidence on the usefulness of different approaches incentives and training for improving education.
Guinea is one of the world’s poorest countries and it is struggling with low primary school enrollment and poor learning, even as the number of teachers has skyrocketed by 40 percent over the past few years. The government is looking for new ways to improve learning by making teachers more effective at what they do. This evaluation, which is being implemented together with the Ministry of Pre-University and Civic Education, will help policymakers understand what programs might be effective for raising student achievement.