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Teaching too little to too many: Teaching loads and class size in secondary schools in Sub-Saharan Africa

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  • Bennell, Paul

Abstract

This article presents and analyses comprehensive information for nearly all mainland countries in Sub-Saharan Africa on class size and teaching loads in secondary education. In particular, it argues that the student-teacher ratio is a poor indicator of both schooling efficiency and educational quality and also that teaching loads appear to be relatively low in SSA when compared with developed countries.

Suggested Citation

  • Bennell, Paul, 2022. "Teaching too little to too many: Teaching loads and class size in secondary schools in Sub-Saharan Africa," International Journal of Educational Development, Elsevier, vol. 94(C).
    • Handle: RePEc:eee:injoed:v:94:y:2022:i:c:s0738059322001018
    DOI: 10.1016/j.ijedudev.2022.102651
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    References listed on IDEAS

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    1. David K. Evans & Anna Popova, 2016. "What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews," The World Bank Research Observer, World Bank, vol. 31(2), pages 242-270.
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    Cited by:

    1. Bennell, Paul, 2024. "An education revolution: The privatisation of schooling in capital city conurbations in Sub-Saharan Africa," International Journal of Educational Development, Elsevier, vol. 105(C).

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