Helen Abadzi

TL;DR: This paper integrated research into applications that extend from preschool brain development to the memory of adult educators, and provided explanations and answers to questions such as: Why do children have to read fast before they can understand what they read? How do health, nutrition, and stimulation influence brain development? Why should students learn basic skills in their maternal language? Is there such a thing as an untrained teacher? What signs in a classroom show whether students are getting a quality education? How must information be presented in class so that students can retain it and use it? What training techniques are most likely to

TL;DR: In this article, the authors developed an efficient methodology for measuring instructional time loss in a sample of schools in Tunisia, Morocco, Ghana, and the Brazilian state of Pernambuco and found that the percentage of time that students were engaged in learning vis-a-vis government expectations was approximately 39 percent in Ghana, 63 percent in Portugal, 71 percent in Morocco, and 78 percent in Tunisia.

TL;DR: Time is often wasted due to informal school closures, teacher absenteeism, teacher delays, early departures, and poor use of classroom time as discussed by the authors, leading to significant amounts of time lost and that the amount of time spent engaged in learning tasks is related to student performance.

TL;DR: Despite the existence of about one billion illiterates in the world, adult literacy programs make up 1-5 percent of government or donor budgets, and they remain severely underfunded in comparison to primary education as discussed by the authors.

TL;DR: Despite the existence of about one billion illiterates in the world, adult literacy programs make up 1-5 percent of government or donor budgets, and they remain severely underfunded in comparison to primary education.