© 1995 International Bank for Reconstruction and Development / The World Bank
other |
INTERPRETING RECENT RESEARCH ON SCHOOLING IN DEVELOPING COUNTRIES
Policymakers in developing countries have long been troubled by the undesirable, but apparently unavoidable, choice between providing broad access to education and developing high-quality schools. Recent evidence, however, suggests that this is a bad way to think about human capital development. Grade repetition and high dropout rates lead to a significant waste of resources in many school systems. Students in quality schools, however, respond in ways that reduce such inefficiencies, perhaps even sufficiently to recoup immediately investments in quality.
Promoting high-quality schools, however, is more difficult than many have thought, in part because research demonstrates that the traditional approach to providing quality—simply providing more inputs—is frequently ineffective. Existing inefficiencies are likely to be alleviated only by the introduction of substantially stronger performance incentives in schools and by more extensive experimentation and evaluation of educational programs and school organizations. Incentives, decentralized decisionmaking, and evaluation are alien terms to education, in both industrial and developing countries, but they hold the key to improvement that has eluded policymakers pursuing traditional practices.
CiteULike 
Connotea 
Del.icio.us What's this?
This article has been cited by other articles:
|
|
 |
|
  A. Chudgar and T. F. Luschei National Income, Income Inequality, and the Importance of Schools: A Hierarchical Cross-National Comparison American Educational Research Journal, September 1, 2009; 46(3): 626 - 658. [Abstract] [Full Text] [PDF]
|
|
|
|
 |
|
 H. Bhorat and M. Oosthuizen Determinants of Grade 12 Pass Rates in the Post-Apartheid South African Schooling System J. Afr. Econ., August 1, 2009; 18(4): 634 - 666. [Abstract] [Full Text] [PDF]
|
|
|
|
 |
|
 T. N. Herath Decentralization of Governance and Economic Development: The Sri Lankan Experience after Establishment of Provincial Councils South Asia Economic Journal, January 1, 2009; 10(1): 157 - 185. [Abstract] [PDF]
|
|
|
|
 |
|
 A. Dreher, P. Nunnenkamp, and R. Thiele Does Aid for Education Educate Children? Evidence from Panel Data World Bank Econ. Rev., April 11, 2008; (2008) lhn003v1. [Abstract] [Full Text] [PDF]
|
|
|
|
 |
|
 J. R. Minnis Nonformal Education and Informal Economies in Sub-Saharan Africa: Finding the Right Match Adult Education Quarterly, February 1, 2006; 56(2): 119 - 133. [Abstract] [PDF]
|
|
|
|
|
|
V. Gunnarsson, P. F. Orazem, and M. A. Sanchez Child Labor and School Achievement in Latin America World Bank Econ. Rev., January 1, 2006; 20(1): 31 - 54. [Abstract] [Full Text] [PDF]
|
|
|
|
 |
|
 N. Rudra and S. Haggard Globalization, Democracy, and Effective Welfare Spending in the Developing World Comparative Political Studies, November 1, 2005; 38(9): 1015 - 1049. [Abstract] [PDF]
|
|
|
|
 |
|
 T. C. Daley, S. E. Whaley, M. D. Sigman, D. Guthrie, C. G. Neumann, and N. Bwibo Background and classroom correlates of child achievement, cognitive, and behavioural outcomes in rural Kenyan schoolchildren International Journal of Behavioral Development, September 1, 2005; 29(5): 399 - 408. [Abstract] [PDF]
|
|
|
|
 |
|
 E. A. Hanushek Assessing the Effects of School Resources on Student Performance: An Update Educational Evaluation and Policy Analysis, January 1, 1997; 19(2): 141 - 164. [Abstract] [PDF]
|
|