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.