Kenya : Can Scripted Schooling Improve Learning?
Before the COVID pandemic, more than half of children in low and middle-income countries suffered from learning poverty: they either were out of school or failed to learn to read with comprehension by age 10. At the same time, numerous studies have documented serious challenges related to the quality of education services, particularly for those serving poor students. In a country like Kenya, for example, teachers exhibit low levels of content and pedagogical knowledge. Previous research has shown that highly structured teaching guides could improve literacy, but scripted lessons are not without critics, who worry that teachers will not be able to adapt content to student’s needs. In places where teachers may be less prepared to tailor high quality lessons to their students, however, scripting may offer a way to standardize a minimum level of quality at scale.
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| Format: | Brief biblioteca |
| Language: | English English |
| Published: |
Washington, DC
2022-10
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| Subjects: | STRATEGIC IMPACT EVALUATION FUND, EDUCATION TECHNOLOGY, PANDEMIC REMOTE LEARNING, SCRIPTED SCHOOLING, TEACHER CONTENT KNOWLEDGE, PEDAGOGY, TEACHER MONITORING, TEACHER SKILLS, SCIENCE OF EDUCATION, TEACHING AND LEARNING, PRIMARY EDUCATION, BRIDGE SCHOOLS, LEARNING POVERTY, |
| Online Access: | http://documents.worldbank.org/curated/en/099704310272212720/IDU0bd0413450d8db04928085d1084584e4b6f48 http://hdl.handle.net/10986/38237 |
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