The Impact of GIS-Supported Teacher Allocation in Sierra Leone
Country: Sierra Leone | Topic Area: Data for Decisions
Project summary
The workforce is the most important school-level determinant of learning. However, decision-makers in low-income countries struggle to deliver an equitable distribution of teachers.
In Sierra Leone, this challenge is particularly acute. Here, the pupil–qualified teacher ratio rises from 44:1 for schools in urban centres to 76:1 for schools in rural areas.
Now, the Government of Sierra Leone plans to harness GIS to improve teacher allocation. This systemic mixed-methods study will build evidence on the most feasible approach to GIS-supported teacher allocation in Sierra Leone and assess the impact of this approach on teacher retention and attendance.
Research questions
- How can decision-makers in low- and middle-income countries improve teacher allocation processes?
- What impact does GIS-supported teacher allocation have on job uptake, teacher retention, and teacher attendance?
Key partners
- Teaching Service Commission — implementing partner
- Fab Inc — research partner
- Education Commission — research partner
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Study contacts
Björn Hassler, Principal Investigator — Contact Björn
Paul Atherton, Co-Principal Investigator — Contact Paul
Amy Bellinger, Co-Principal Investigator — Contact Amy
Chris McBurnie, Lead researcher
Partners
