Learning Essentials for International Education : A Compendium of Summaries

Learning Essentials for International Education : A Compendium of Summaries

The sound of children's voices reciting in unison could be heard from afar, as our mission approached a school in rural Cambodia. Inside a second-grade classroom, students took turns at the blackboard. One pointed with a stick at a list of wor...

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Bibliographic Details
Main Author:	Abadzi, Helen
Format:	Working Paper
Language:	English en_US
Published:	World Bank, Washington, DC 2017
Subjects:	ACHIEVEMENT OUTCOMES ACHIEVEMENT TESTS ACQUISITION OF KNOWLEDGE ADULT ILLITERACY ADULTS AMOUNT OF KNOWLEDGE ARITHMETIC BASIC READING BASIC SKILLS BILINGUALISM BROADCASTING CALL CHILDHOOD DEVELOPMENT CHURCHES CLASS ACTIVITIES CLASS TIME CLASSROOM CLASSROOM ACTIVITIES CLASSROOM LEARNING CLASSROOM LEVEL CLASSROOM MANAGEMENT CLASSROOM TIME CLASSROOMS COGNITIVE PSYCHOLOGY COLONIAL LANGUAGES COMPETENCIES CRITICAL THINKING CURRICULA CURRICULAR MATERIAL CURRICULUM CURRICULUM DEVELOPMENT DISCOVERY LEARNING DROPOUT RATES EARLY DROPOUT EARLY GRADES ECONOMIC DEVELOPMENT EDUCATED PARENTS EDUCATED TEACHERS EDUCATED WORKERS EDUCATION BUDGET EDUCATION EXPENDITURES EDUCATION FOR ALL EDUCATION FOR ALL INITIATIVE EDUCATION POLICY EDUCATION QUALITY EDUCATION SECTOR EDUCATION SYSTEM EDUCATIONAL EXPENDITURES EDUCATIONAL FINANCING EDUCATIONAL LEVELS EDUCATIONAL MEASUREMENT EDUCATIONAL PROGRAMS EDUCATIONAL PSYCHOLOGY EDUCATIONAL QUALITY EDUCATIONAL RESEARCH EDUCATIONAL SYSTEMS EDUCATORS ELEMENTS END OF GRADE ENROLLMENT ENROLLMENT FIGURES EXPENDITURES FACULTIES FUNCTIONALLY ILLITERATE GENERAL EDUCATION HIGH DROPOUT HIGHER EDUCATION HOMEWORK HUMAN DEVELOPMENT HUMAN LEARNING ILLITERACY ILLITERATE CHILDREN ILLITERATE PARENTS ILLITERATES INSTRUCTION INSTRUCTIONAL CONDITIONS INSTRUCTIONAL DELIVERY INSTRUCTIONAL HOURS INSTRUCTIONAL OBJECTIVES INSTRUCTIONAL TIME INTERNATIONAL EDUCATION INTERVENTIONS KINDERGARTENS LANGUAGE INSTRUCTION LANGUAGE OF INSTRUCTION LEARNING LEARNING ACHIEVEMENT LEARNING ACTIVITIES LEARNING CAPACITY LEARNING OUTCOMES LEARNING TIME LECTURES LET LIBRARY BOOKS LIFELONG LEARNING LINGUISTIC MINORITIES LITERACY SKILLS LITERATURE LOCAL PRINTING LOW-INCOME STUDENTS MATH SKILLS MINISTRY OF EDUCATION MOTHER TONGUE MOTHER-TONGUE NATIONAL LANGUAGES NONFORMAL EDUCATION NUMBER OF STUDENTS NUMERACY NUTRITION PARENTAL SUPPORT POOR READERS PRIMARY EDUCATION PRIMARY GRADES PRIMARY SCHOOL PRINCIPALS PRINTING PRIVATE TUTORING PROFICIENCY PUBLIC EXPENDITURES QUALITY EDUCATION QUALITY OF EDUCATION QUALITY SCHOOLS RATES OF RETURN READING READING COMPREHENSION READING INSTRUCTION REASONING RECURRENT EXPENDITURE REPETITION REPETITION RATES RURAL SCHOOL SCHOOL CLIMATE SCHOOL CURRICULA SCHOOL DAY SCHOOL LEVEL SCHOOL LEVELS SCHOOL PERFORMANCE SCHOOL YEAR SCHOOLING SCHOOLS SCIENCE CONTENT SECONDARY SCHOOL SECONDARY STUDENTS STUDENT ABSENTEEISM STUDENT LEARNING STUDENT PERFORMANCE STUDENT PROGRESS STUDENT-CENTERED LEARNING SUBJECT MATTER SUBJECTS TARGET SCHOOLS TEACHER TEACHER ABSENTEEISM TEACHER SALARIES TEACHER TRAINEES TEACHER TRAINING TEACHER TRAINING COLLEGES TEACHER UNIONS TEACHERS TEACHING TEACHING AIDS TEACHING METHODS TEACHING SKILLS TEACHING STAFF TECHNICAL ASSISTANCE TECHNICAL EXPERTISE TECHNOLOGICAL KNOWLEDGE TECHNOLOGY TRANSFER TEXTBOOK TEXTBOOKS TRAINING OF TEACHERS TUTORING VOCATIONAL EDUCATION WHOLE LANGUAGE APPROACH WORKERS WRITING SYSTEMS YOUTH
Online Access:	http://documents.worldbank.org/curated/en/601931468339019423/Learning-essentials-for-international-education-a-compendium-of-summaries http://hdl.handle.net/10986/27860

Description
Summary:	The sound of children's voices reciting in unison could be heard from afar, as our mission approached a school in rural Cambodia. Inside a second-grade classroom, students took turns at the blackboard. One pointed with a stick at a list of words written by the teacher, while the rest recited. A colleague approached, wrote on the blackboard the same words in a different order, and asked the children to read. Suddenly, there was silence. Most kids had merely memorized the sequence of the words and could not even identify single letters. This scene is frequent. In the poorer schools of low-income countries, many students remain illiterate for years, until they finally drop out. With some care, the process is observable. Typically the teacher writes on the board some letters or words and asks students to repeat them. The letters may be scribbled, the children often sit at a distance, textbooks may be insufficient, and children may not have anyone at home to help them read. But they do repeat the words in unison, getting cues from a few knowledgeable classmates. The teachers stand by the blackboard, address students at large, and call on the few who perform well. How come this issue has not attracted attention? One reason is that in the middle-class schools of capitals students perform much better. Soon after our rural observations, we observed second graders in a middleclass school of Pnom Penh fluently handling the extremely complex Khmer script. However, the schools of the poor have less time for their students. There is teacher absenteeism, a lack of textbooks to take home, parental inability to make up for school weaknesses, no specific curricular time for reading. The result has been chronic illiteracy, high dropout and high repetition rates. To reduce repetition and maximize enrollments, some donors advise governments to promote students automatically.

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