Afrika südlich der Sahara
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Existing studies from the United States, Latin America, and Asia provide scant evidence that private schools dramatically improve academic performance relative to public schools. Using data from Kenya—a poor country with weak public institutions—we find a large effect of private schooling on test scores, equivalent to one full standard deviation. This finding is robust to endogenous sorting of more able pupils into private schools. The magnitude of the effect dwarfs the impact of any rigorously tested intervention to raise performance within public schools. Furthermore, nearly twothirds of private schools operate at lower cost than the median government school.
A large empirical literature has shown that user fees signicantly deter public service utilization in developing #countries. While most of these results reflect partial equilibrium analysis, we find that the nationwide abolition of public school fees in Kenya in 2003 led to no increase in net public enrollment rates, but rather a dramatic shift toward private schooling. Results suggest this divergence between partial- and general-equilibrium effects is partially explained by social interactions: the entry of poorer pupils into free education contributed to the exit of their more affluent peers.
The recent wave of randomized trials in development economics has provoked criticisms regarding external validity. We investigate two concerns—heterogeneity across beneficiaries and implementers—in a randomized trial of contract teachers in Kenyan schools. The intervention, previously shown to raise test scores in NGO- led trials in Western Kenya and parts of India, was replicated across all Kenyan provinces by an NGO and the government. Strong effects of shortterm contracts produced in controlled experimental settings are lost in weak public institutions: NGO implementation produces a positive effect on test scores across diverse contexts, while government implementation yields zero effect. The data suggests that the stark contrast in success between the government and NGO arm can be traced back to implementation constraints and political economy forces put in motion as the program went to scale.
In this lecture, the context and conditions of becoming a teacher from the time of being selected into the programme, through the process of training and being retained to teach are discussed within the framework of Teacher Education in Nigeria. First, the concepts and the history of teacher education are examined. Then, some critical issues as well as my personal research efforts on teacher education are discussed. Finally, recommendations for meeting the challenges of Teacher Education in Nigeria are made.
Education is the major issue in this lecture, it is followed by national development, which is its target, and Educational Planning which is the chief tool for getting to the target. Education had developed in Nigeria from 1842 to 1959 without the operators consciously directing it to national development but because of the new needs, new aspiration and new attitudes in an independent Nigeria; education was then directed towards national development. In the 60s all the efforts made to prepare the kind of education to serve the interest of National development failed because there was no effective method to do this. But in the 70s educational planning was discovered as an effective technique for preparing or planning an appropriate education for national development in terms of policies, programmes, enrolment, skill acquisition and manpower development.