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Masino, Serena and Niño-Zarazúa, Miguel (2016) 'What works to improve the quality of student learning in developing countries?' International Journal of Educational Development, 48. pp. 53-65.

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Abstract

We conducted a systematic review to identify policy interventions that improve education quality and student learning in developing countries. Relying on a theory of change typology, we highlight three main drivers of change of education quality: (1) supply-side capability interventions that operate through the provision of physical and human resources, and learning materials; (2) policies that through incentives seek to influence behaviour and intertemporal preferences of teachers, households, and students; (3) bottom-up and top-down participatory and community management interventions, which operate through decentralisation reforms, knowledge diffusion, and increased community participation in the management of education systems. Overall, our findings suggest that interventions are more effective at improving student performance and learning when social norms and intertemporal choices are factored in the design of education policies, and when two or more drivers of change are combined. Thus, supply-side interventions alone are less effective than when complemented by community participation or incentives that shift preferences and behaviours.

Item Type: Journal Article
Keywords: education quality, student learning, education policy, developing countries, systematic review
SOAS Departments & Centres: Departments and Subunits > Department of Economics
ISSN: 07380593
DOI (Digital Object Identifier): https://doi.org/10.1016/j.ijedudev.2015.11.012
Date Deposited: 26 Jun 2022 11:14
URI: https://eprints.soas.ac.uk/id/eprint/37604
Related URLs: https://doi.org ... IDER/2015/918-3 (Organisation URL)
Funders: Other

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