Raising School Quality In Developing Countries
Download Raising School Quality In Developing Countries full books in PDF, epub, and Kindle. Read online free Raising School Quality In Developing Countries ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
| Author | : Bruce Fuller |
| Publisher | : |
| Total Pages | : 110 |
| Release | : 1986 |
| Genre | : Education |
| ISBN | : |
Low levels of student achievement and school quality persist in developing countries. This document reviews the importance of school quality in increasing literacy and influencing economic growth in developing nations. Improvements are discussed in terms of: (1) school quality and economic development; (2) defining school quality; (3) improving school quality; and (4) increasing school efficiency. Evidence suggests that low school quality accounts for low literacy levels and achievement among children in developing nations and that little progress has occurred in improving school quality in the poorest countries since 1970. Definitions of school quality should focus on characteristics that influence student achievement and on efforts that encourage more efficient management and effective local school staff. Little research has been conducted about the influence of teaching practices and classroom organization on achievement levels, but access to textbooks and writing materials and teacher quality consistently influence student achievement. Methods for studying the efficiency and cost-effectiveness of management practices in terms of increased school quality are reviewed, and investments that can be reduced without causing detrimental effects are identified. Tables and a 94-item bibliography are included. (Author/JHP)
| Author | : Paul Glewwe |
| Publisher | : Springer |
| Total Pages | : 383 |
| Release | : 1999-07-05 |
| Genre | : Business & Economics |
| ISBN | : 1349150320 |
This book presents a method to estimate the economic returns to investments in school quality. While economists have long had methods to estimate rates of return to additional years of schooling, until now there has been no method for analyzing returns to investments in school quality. This is regrettable, because many, if not most, government education policies focus on school quality. Empirical work using data from Ghana shows that investments in school quality have higher rates of return than investments in increased years in schooling. The bulk of the study is written by Paul Glewwe, with some coauthored and contributed pieces from his co-researchers Jaikishan Desai, Dean Jolliffe, Raylynn Oliver and Wim Vijverberg, who worked as research assistants on this project.
| Author | : World Bank Group |
| Publisher | : World Bank Publications |
| Total Pages | : 482 |
| Release | : 2017-10-16 |
| Genre | : Education |
| ISBN | : 1464810982 |
Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.
| Author | : Peter Barrett |
| Publisher | : World Bank Publications |
| Total Pages | : 71 |
| Release | : 2019-02-04 |
| Genre | : Education |
| ISBN | : 1464813787 |
'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
| Author | : Paul Glewwe |
| Publisher | : University of Chicago Press |
| Total Pages | : 349 |
| Release | : 2013-12-17 |
| Genre | : Education |
| ISBN | : 022607885X |
Almost any economist will agree that education plays a key role in determining a country’s economic growth and standard of living, but what we know about education policy in developing countries is remarkably incomplete and scattered over decades and across publications. Education Policy in Developing Countries rights this wrong, taking stock of twenty years of research to assess what we actually know—and what we still need to learn—about effective education policy in the places that need it the most. Surveying many aspects of education—from administrative structures to the availability of health care to parent and student incentives—the contributors synthesize an impressive diversity of data, paying special attention to the gross imbalances in educational achievement that still exist between developed and developing countries. They draw out clear implications for governmental policy at a variety of levels, conscious of economic realities such as budget constraints, and point to crucial areas where future research is needed. Offering a wealth of insights into one of the best investments a nation can make, Education Policy in Developing Countries is an essential contribution to this most urgent field.
| Author | : Barbara Bruns |
| Publisher | : World Bank Publications |
| Total Pages | : 272 |
| Release | : 2011 |
| Genre | : Education |
| ISBN | : 0821386808 |
"This book is about the threats to education quality in the developing world that cannot be explained by lack of resources. It reviews the observed phenomenon of service delivery failures in public education: cases where programs and policies increase the inputs to education but do not produce effective services where it counts - in schools and classrooms. It documents what we know about the extent and costs of such failures across low and middle-income countries. And it further develops the conceptual model posited in the World Development Report 2004: that a root cause of low-quality and inequitable public services - not only in education - is the weak accountability of providers to both their supervisors and clients.The central focus of the book, however, is a new story. It is that developing countries are increasingly adopting innovative strategies to attack these problems. Drawing on new evidence from 22 rigorous impact evaluations across 11 developing countries, this book examines how three key strategies to strengthen accountability relationships in developing country school systems have affected school enrollment, completion and student learning. The book reviews the motivation and global context for education reforms aimed at strengthening provider accountability. It provides the rationally and synthesizes the evidence on the impacts of three key lines of reform: (1) policies that use the power of information to strengthen the ability of clients of education services (students and their parents) to hold providers accountable for results; (2) policies that promote school-based management?that is increase schools? autonomy to make key decisions and control resources, often empowering parents to play a larger role; (3) teacher incentives reforms that specifically aim at making teachers more accountable for results, either by making contract tenure dependent on performance, or offering performance-linked pay. The book summarizes the lessons learned, draws cautious conclusions about possible complementarities across different types of accountability-focused reforms if they are implemented in tandem, considers issues related to scaling up reform efforts and the political economy of reform, and suggests directions for future work."
| Author | : Henry Levin |
| Publisher | : Routledge |
| Total Pages | : 194 |
| Release | : 2012-05-31 |
| Genre | : Education |
| ISBN | : 1136722262 |
This volume brings together eight case studies which describe a variety of initiatives to create more effective schools for children of poverty, especially in the Third World. The initiatives reviewed published and unpublished documents and both qualitative and statistical studies were examined. Countries include Brazil, Burundi, Colombia, Ghana, Nepal, Sri Lanka, Thailand and the United States. Each initiative was developed independently to address unique challenges and situations but taken as a group, the features of the approaches described in this volume can be viewed as a basis for considering the development of effective schools strategies in other contexts.
| Author | : Christopher Colclough |
| Publisher | : Oxford University Press |
| Total Pages | : 398 |
| Release | : 1997 |
| Genre | : Business & Economics |
| ISBN | : 9780198292555 |
This book draws on evidence from a large number of developing countries to assess the impact of market reforms on the provision of education and health services. The contributors show that approaches that seek merely to pass more of their costs to consumers perform less well than is often claimed and that improved cost-effectiveness of health and education systems requires far more than changes in the sources and mechanisms of obtaining finance.
| Author | : Marlaine E. Lockheed |
| Publisher | : Oxford University Press, USA |
| Total Pages | : 460 |
| Release | : 1991 |
| Genre | : Business & Economics |
| ISBN | : |
This study presents policy options for improving the effectiveness of primary schools in developing countries. It examines problems common to most developing countries and presents an array of low-cost policy alternatives that have proved useful in a variety of settings.
| Author | : Prema Clarke |
| Publisher | : Cambridge University Press |
| Total Pages | : 227 |
| Release | : 2022-09-15 |
| Genre | : Education |
| ISBN | : 1108976433 |
Over three decades ago, international donors declared that there was a learning crisis in developing countries. In the years since, large investments have been made towards education, yet there has been an apparent relative lack of progress in student learning. This book unpicks this disparity, and explores the implications of evidence-based donor programming for quality education. It undertakes an in-depth analysis of the interventions financed by the main donors in primary education, such as infrastructure development, provision of instructional material, teacher training and community mobilization, and argues that the research undertaken during this period was unable to provide answers. The author outlines an alternative model for evidence generation that can assist in the design of relevant and targeted interventions for learning, to ultimately inform and improve future education programmes. Timely and radical, this book is essential reading for researchers and students in the fields of education research and education reform.
