Evidence suggests that low-cost private schools (LCPSs) are increasing their presence in Asia and Africa; however, it is unclear how this growth will impact education outcomes for the poor. This report addresses the global debate surrounding the inclusiveness, quality, affordability, and sustainability of LCPSs.
In response to progress toward and challenges that remain in achieving the 2015 Millenium Development Goals (MDGs), "The Right to Learn" calls for a paradigm shift in global education policy. The report highlights the importance of parental and community participation in improving primary education. It also discusses the need for communities to strengthen accountability relationships between citizens and service providers, such as national governments, in order to better learning outcomes and redress current inequalities in education.
This report highlights the progress that GPE's developing country partners have made in global education, including increased attendance and completion rates at the primary school level, and ever-increasing access to lower secondary school. The report also highlights potential setbacks to the progress made thus far on global education, including the difficulties in reaching children in fragile and conflict-affected states, the significant decreases in external financing for education, and the lack of data on financing for education and learning outcomes.
Post-Basic Technical and Vocational Education and Training (TVET) Interventions to Improve Employability and Employment of TVET Graduates in Low- and Middle-Income Countries: A Systematic Review
This review provides a meta-analysis of the effectiveness of different technical and vocational education and training (TVET) interventions on employability outcomes for youth (ages 15 to 24).
Relative Effectiveness and Cost-Effectiveness of Conditional and Unconditional Cash Transfers for Schooling Outcomes in Developing Countries: A Systematic Review
This paper evaluates and compares the effectiveness of conditional cash transfers (CCTs) and unconditional cash transfers (UCTs) in improving school enrollment, attendance, and test scores in low- and middle-income countries. The research incorporated a review of 35 randomized control trials or quasi-experimental designs published since 1997.
More than 90 million children worldwide are currently living with a moderate or severe disability. More than any other group, these children are more likely to enroll late, drop out, or altogether miss out on school. For those in school, the poor quality and exclusive nature of the learning environment often exaggerate their situation, especially in low- and middle-income countries. While working to achieve universal primary education (UPE), the global community fails to focus sufficiently on educating disabled children.
This paper gives a high-level overview of how impact evaluation can be used in the particular context of government-funded privately provided schools. It also illustrates how more generally impact evaluation can support evidence-based policy making.It is a tool for policy makers that are interested in engaging the private sector to help them assess the appropriate options available taking into consideration the benefits and challenges.
School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010
This comprehensive literature review of educational outcomes in developing countries provides a meta-analysis of 79 studies conducted between 1990 and 2010. The authors further analyze 43 high-quality papers and provide separate data for 13 randomized experiments. This paper reviews what inputs - including infrastructure, instructional materials, school organization, and teacher characteristics - demonstrate effects on enrollment rates, time in school, and test scores.