Are short-term gains in learning outcomes possible? Evidence from the Malawi Education Sector Improvement Project

Despite substantial investments in infrastructure and teachers, many low-income countries struggle with large class sizes in primary school, particularly in lower grades. Large class sizes and pupil-teacher ratios (PTRs) can make it difficult for teachers to attend to students’ learning needs, provide feedback, and mark homework, thus limiting student learning opportunities and contributing to poor learning outcomes. High PTR also can generate higher rates of grade repetition, which exacerbates large class sizes and leads some students to drop out of school.

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