I often find that a sure way to generate rather heated discussions in many quarters is to bring up the topic of teacher salaries. They're too low! or: They're too high! They should be linked to [insert some sort of 'performance indicator']! or: Attempts to link them to [insert name of a performance indicator] are misguided (and perhaps even dangerous)!
I'll leave it to others more informed and expert than I am to weigh in on such (often quite contentious) debates. However one might approach such discussions, and whatever conclusions one might draw from them, there isn't a lot of debate about one issue related to teacher salaries that has been well documented, and widely (and rightly) deplored.
Many teachers around the world suffer as a result of poorly-functioning systems to pay the salaries [pdf] they are due [ppt]. This is especially problematic, and notable, given that teacher salaries have for many decades constituted huge percentages of the overall education budgets in many countries. As a World Bank publication from a few years ago (Teachers for Rural Schools : Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda) laments, "Teachers in remote schools are [compared with their colleagues in more urban areas] more likely to be the direct victims of administrative failures, which undermine teacher morale and damage the system. One frequently mentioned administrative failure is the delay in paying teachers’ salaries and allowances." An 'administrative failure' of this sort can have many causes. Even where sufficient budget exists to pay teachers, flawed teacher salary systems, poor internal controls, logistical challenges related to transport, and corruption can conspire to ensure that in many places, especially in rural areas in poor countries, teacher salaries are sometimes paid only infrequently, often with great delay. The results of this can be devastating for education systems -- to say nothing of the impact on individual teachers, schools, students and local communities.
Back when I worked with the World Bank's infoDev program, one of my responsibilities was to serve as a point person on 'mobile money' issues, briefing groups on emerging lessons and experiences from nascent activities to use mobile phones to transfer money from one person to another. I left infoDev in 2008, just as activities in this regard were really starting to heat up (Kenya's M-Pesa program, the best known 'mobile money success story', launched in 2007), but continued to meet semi-regularly with folks -- colleagues from the World Bank and other international donor agencies, government officials, NGOs and foundations, businesspeople, researchers -- who were interesting in exploring how new mobile payment options might be used in inventive ways to help address some longstanding developmental challenges. (Those totally new to the topic may benefit from watching this short video from CGAP, which demonstrates how mobile money activities look in practice.) Most of these conversations, as it happens, included considerations of how money transfers via mobile phones might be used to ensure that teachers got paid, in full and on time. As I prepare for a trip next week to the Mobile World Congress in Barcelona, I realize haven't fielded one substantive information request related to this topic in the past three years.
Up until about 2010, I met quite often with groups who were looking for creative ways to help address the 'paying salaries to teachers in rural areas challenge' and who had seized on the idea of taking advantage of the increasing ubiquity of mobile phones in such areas to help fashion some sort of 'solution'. In the last three years, however, the volume around these sorts of discussions in many quarters has almost died out. Part of this might be explained by the fact that there are now many 'experts' on mobile money issues, people much more expert and well informed than I am about related issues, and so I simply might be 'out of the loop'. (Back in the 'early days' of work on this topic, I could never shake the nagging feeling that the reason that I was approached by so many groups for related information and advice was at least partially a result of the 'in the valley of the blind, the one-eyed man is king' phenomenon.) That said, given that a regular part of my daily work at the World Bank is to field questions related to the use of new technologies in education in all sorts of ways around the world, and that a lot of my job isn't so much about in providing answers, but about helping people formulate better questions, the fact that this question seems no longer to be a topic of much discussion makes me wonder:
Whatever happened to the idea of paying teacher salaries with mobile phones?
- ending poverty
- South Asia
- Urban Development
- Social Development
- Private Sector Development
- Migration and Remittances
- Information and Communication Technologies
- Global Economy
- Climate Change
- Agriculture and Rural Development
- South Asia
- Sri Lanka
One of my favourite Oxfam programmes is called (rather arcanely) ‘Within and Without the State’(WWS). It is trying to build civil society and good governance in some pretty unpromising environments – Yemen, South Sudan, Afghanistan and OPTI (Occupied Palestinian Territory and Israel).
Shanta: Jishnu, your blog post and mine on cash transfers generated a lot of comments. Some people argued that giving poor people cash will not “work” because they will spend it on consumption rather than on their children’s education, which is something we care about. What do you have to say to that?
Jishnu: I don’t think the question “does giving cash to poor people work?” is well-defined. It can only be answered in the negative if we (the donors who give the cash) impose our preferences and judge what poor people spend on relative to those preferences. But if we give poor people cash so they will be better off, then—by definition—they are better off, regardless of how they choose to spend the extra money.
In response to a recent EduTech blog post on “the 'ideal’ educational technology devices for developing countries”, I received numerous responses that effectively said: “We already know what this ideal device is: the mobile phone”. While the use of mobile phones in education is a regular topic explored on this blog, and the mobile phone is a device that I regularly recommend that ministries of education consider when planning for technology use in schools more than they currently do (in my experience few education authorities do consider utilizing phones as tools for learning in any real way), I would not go so far as to say that it is the ‘ideal’ device for use in educational settings in developing countries. Context is always king.
It may be true that, in many cases, the ‘best device is the one you already have, know how to use and can afford’. In some contexts, mobile phones conform to this definition quite well (although many school systems around the world do continue to ban or severely limit their use on school property). Depending on the context and usage scenario, others do too, including the two that I used to compose the first draft of this blog post: a ballpoint pen and a notepad (the old fashioned kind with actual paper, not the one that comes bundled with Microsoft Windows).
Because I often prominently highlight the potential of mobile phones to be used in educational contexts in developing countries in the course of my work at the World Bank, I am often asked for specific examples of this use. Here’s a rather interesting one that you may not have heard much about:
See also: Anniversary of the New Delhi Attack Reminds Us that Tackling Violence is Urgent
December 16, 2012 will in the foreseeable future be remembered as the day in which six men savagely gang raped a 23-year old female student on a bus in New Delhi. The young woman died from her injuries 13 days later. The event shocked the nation and sparked unprecedented uprisings in the Indian capital and across the country. It put the international spotlight on India and reminded us that violence against women remains a leading cause of female mortality worldwide.
Today, on the one-year anniversary of what is simply referred to as the “Delhi Rape”, we are compelled to pause and reflect. Four men were sentenced to death for the crime in September – did this bring closure? Beyond the protests and public appeals for change, has there been meaningful change in India?
Why Sanitation Access Doesn’t Work Unless the Entire Village Buys In
Jitender is a four-year old boy with forward-thinking parents. Although it’s common in his village, in the Indian state of Uttar Pradesh, for most people to defecate in the open, his parents have taken the lessons of the government’s sanitation campaign to heart. They know that open defecation spreads disease—so they construct a private toilet that hygienically isolates their waste from human contact. Nonetheless, a few months later, Jitender develops persistent diarrhea. He is often dehydrated, loses weight, and becomes pale. His immune system is weakened by multiple bouts of disease, and for the next several years he struggles with recurrent illness. He has trouble keeping up with his schoolwork, and, more perniciously, even though he ate more than enough calories each day, the diarrhea eventually caused malnourishment. He remains small for his height and suffers from subtle intellectual deficits that make it difficult for him to follow the teacher’s lessons even during those periods when he does manage to attend. Because of his low marks, his family isn’t able to fulfill their dream of sending him on to university. The village takes note of Jitender’s example and concludes that improved sanitation doesn’t provide much, if any, benefit. This is a fictional story; however, similar stories are being heard every day in South Asia.