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
  1. How can decision-makers in low- and middle-income countries improve teacher allocation processes?
  2. 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
Titles and links to completed workTitles and links to work in progress
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

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