What works to improve the quality of student learning in developing countries?

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Main author: Masino, Serena
Other authors: Niño-Zarazúa, Miguel
Format: Journal Article           
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id eprints-37604
recordtype eprints
institution SOAS, University of London
collection SOAS Research Online
language English
English
language_search English
English
description 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.
format Journal Article
author Masino, Serena
author_facet Masino, Serena
Niño-Zarazúa, Miguel
authorStr Masino, Serena
author_letter Masino, Serena
author2 Niño-Zarazúa, Miguel
author2Str Niño-Zarazúa, Miguel
title What works to improve the quality of student learning in developing countries?
publisher Elsevier
publishDate 2016
url https://eprints.soas.ac.uk/37604/

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