Mexico: Can Mobile Tutors Improve Learning in Remote Schools? From Evidence to Policy. Learning What Works for Better Programs and Policies

Autor/inn/en	Agostinelli, Francesco; Avitabile, Ciro; Bobba, Matteo; Sanchez, Alonso
Institution	World Bank
Titel	Mexico: Can Mobile Tutors Improve Learning in Remote Schools? From Evidence to Policy. Learning What Works for Better Programs and Policies
Quelle	(2020), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Rural Areas; Rural Education; Access to Education; Educational Quality; Tutoring; Tutors; Program Effectiveness; Intervention; Disadvantaged Youth; Itinerant Teachers; Literacy Education; Social Development; Emotional Development; Mathematics Skills; Reading Skills; Elementary School Students; Parent Participation; College Graduates; Training; Mexico + Suchen Sie Ihr Suchwort? Ausland; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor; Benachteiligter Jugendlicher; Mobile Lehrerreserve; Soziale Entwicklung; Gefühlsbildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Elternmitwirkung; Hochschulabsolvent; Hochschulabsolventin; Ausbildung; Mexiko
Abstract	Achieving inclusive and quality education for all is a global priority, and policymakers are still grappling with the best ways to ensure the poorest and most marginalized children are in school and learning. About 120 million children, many from rural areas, are still out of school, despite a recent global push for universal access to education. Even when they stay in school, children from poor, rural areas often show the lowest gains in learning. Recruiting and retaining teachers to work in remote areas is a major challenge, and many low and middle-income countries rely on members of the community to teach local schools. [The Evidence to Policy note series is produced by the World Bank's Strategic Impact Evaluation Fund (SIEF). Additional funding provided by the Children's Investment Fund Foundation (CIFF).] (As Provided).
Anmerkungen	World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01