What Works to Improve the Quality of Student Learning in Developing Countries
By S. Masino, Miguel Niño-Zarazúa. 2015
226 citations recorded by the source corpus.
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.
Subfields: Education, Political Science and International Relations, Safety Research
View Paper: https://www.semanticscholar.org/paper/baa5a4404c1ac3650514b73e32257eca558fa26e
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Citations in the corpus
- Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher (2019, background): “Selection of the right learning model will facilitate students to obtain optimal learning outcomes (Masino & Niño-Zarazúa, 2016).”
- Improving Education in Developing Countries (2016, background): “Masino and Niño-Zarazúa (2015)”
- The Effectiveness of Foreign Aid to Education: What Can Be Learned? (2016, background): “8 a systematic review on the impact of education policies on school learning, see Masino and Niño-Zarazúa (2016). and subsequently used within developing countries, primarily by industrialized country researchers, focused on production functions that were termed ‘determinants of achievement’,…”