World Bank Survey Shows Afghan Education System Lags Behind in All Key Determinants of Learning

World Bank Survey Shows Afghan Education System Lags Behind in All Key Determinants of Learning

Reporterly

Reporterly Reporterly

2 Mar 2019

World Bank’s Mathematics and Language assessment collected by the Afghanistan SABER Service Delivery (SD) survey has shown that education delivery in Afghanistan has several gaps, indicative of a lack of learning methods.

According to the survey, Afghanistan’s education system is falling short across all the four key school-level pillars of learning, which are skilled and motivated teachers, effective school management, school inputs that affect teaching and learning, and prepared and supported students.

Absentism is only prevalent in 15% % of primary school teachers across all grades. But the issue as per the survey lies in the the short intervals of teaching time which leads to Afghan students receiving lesser effective teaching.

As a part of the survey conduction, teachers struggled to read and understand a given text which disables them to efficiently assess the text or formulate a teaching method for their students.

Miss Iva Trako, who assessed the survey pointed that the above findings point to two systemic challenges, “the system used to select and train teachers does not deliver high-quality candidates; and the system used to monitor and support teachers does not help them deliver high-quality teaching”.

While most primary school principals receive training on administrative skills, almost none received training on helping teachers improve instruction, the survey notes.

The survey also showed that although most primary school principals work long hours and have low absence rates, almost none of them were able to predict their school’s performance in terms of teacher absence, teacher content knowledge, and student’s learning outcomes. Only 13 percent of Afghan principals follow good practices of teacher evaluation.

When it comes to public schools in Afghanistan, they lack basic necessary infrastructure and do not provide students with an adequate learning environment in the school or in the classroom. For instance, almost half of the surveyed schools did not have at least one functioning toilet.


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