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Добірка наукової літератури з теми "School Education Reforms"

Автор: Grafiati

Опубліковано: 7 червня 2025

Оновлено: 2 серпня 2025

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Статті в журналах з теми "School Education Reforms"

Lee, Okjin. "Education Reform and Its Meaning in Polandafter the Transition." Korean Society for European Integration 15, no. 2 (2024): 123–56. http://dx.doi.org/10.32625/kjei.2024.33.123.

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In most countries, the right to education is enshrined in the list of fundamental human rights, and it is the responsibility of the state and public institutions to ensure its fulfillment. Compulsory education in Poland is mandated by the Polish Constitution and the Education System Act. According to these laws, all Polish citizens have the right to education, which is compulsory until the age of 18. Since 1989, Poland has allowed the establishment of non-public schools, marking a significant shift in educational policy. Additionally, the creation of the Office for School Reform (Biuro do spra

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Cuban, Larry. "How Schools Change Reforms: Redefining Reform Success and Failure." Teachers College Record: The Voice of Scholarship in Education 99, no. 3 (1998): 453–77. http://dx.doi.org/10.1177/016146819809900301.

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Because schools change reforms as much as reforms change schools, judging an innovation's success or failure has been, and is, no easy task. I identify three common criteria used by policymaking elites (effectiveness, popularity, and fidelity) and two less common ones used by practitioners (adaptability and longevity) and apply them to the two-decade-old Effective Schools school reform. What emerged as crucial in evaluating school reforms is what criteria are being used to make judgments, whose criteria they are, and how schools change reforms as they are implemented. The example of Effective

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Dee, Thomas S., and Elise Dizon-Ross. "School Performance, Accountability, and Waiver Reforms: Evidence From Louisiana." Educational Evaluation and Policy Analysis 41, no. 3 (2019): 316–49. http://dx.doi.org/10.3102/0162373719849944.

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States that receive federal waivers to the No Child Left Behind Act were required to implement reforms in designated “Focus Schools” that contribute to achievement gaps. We examine the performance effects of such “differentiated accountability” reforms in Louisiana. These Focus School reforms emphasized school-needs assessments and aligned technical assistance. These reforms may have also been uniquely high-powered because they were linked to a letter-based school-rating system. We examine the impact of these reforms in a sharp regression-discontinuity (RD) design. We find that, over each of 3

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Datnow, Amanda, Geoffrey D. Borman, Sam Stringfield, Laura T. Overman, and Marisa Castellano. "Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study." Educational Evaluation and Policy Analysis 25, no. 2 (2003): 143–70. http://dx.doi.org/10.3102/01623737025002143.

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This article presents findings from a 4-year study of 13 culturally and linguistically diverse elementary schools implementing comprehensive school reform (CSR) models. The study focused on: (a) the actions at the state and district levels that facilitated or inhibited reform implementation; (b) the adaptability of the various reforms in multicultural, multilingual contexts; and (c) the student achievement outcomes associated with reform, for schools as a whole and for language minority students in particular. Some schools implemented reforms and bilingual education programs in mutually suppor

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Bonilla, Sade, and Thomas S. Dee. "The Effects of School Reform under NCLB Waivers: Evidence from Focus Schools in Kentucky." Education Finance and Policy 15, no. 1 (2020): 75–103. http://dx.doi.org/10.1162/edfp_a_00275.

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Under waivers to the No Child Left Behind Act, the federal government required states to identify schools where targeted subgroups of students have the lowest achievement and to implement reforms in these “Focus Schools.” In this study, we examine the Focus School reforms in the state of Kentucky. The reforms in this state are uniquely interesting for several reasons. One is that the state developed unusually explicit guidance for Focus Schools centered on a comprehensive school-planning process. Second, the state identified Focus Schools using a “super subgroup” measure that combined traditio

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Rodriguez, Luis A. "Understanding Tenure Reform: An Examination of Sense-Making Among School Administrators and Teachers." Teachers College Record: The Voice of Scholarship in Education 122, no. 11 (2020): 1–42. http://dx.doi.org/10.1177/016146812012201112.

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Background Since 2015, 23 states have issued a variety of reforms to the teacher tenure process. Many of these reforms have made it more difficult for teachers to receive tenure, either by extending the pre-tenure probation period or requiring some form of evidence of teacher performance. How educators and school leaders make sense of changes to tenure-granting policies likely transforms their perceptions of the teaching profession and has ramifications for staffing practices in schools. However, little research has sought to understand how states and districts have implemented tenure reform,

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Konstantopoulos, Spyros, and Larry V. Hedges. "How Large an Effect Can We Expect from School Reforms?" Teachers College Record: The Voice of Scholarship in Education 110, no. 8 (2008): 1611–38. http://dx.doi.org/10.1177/016146810811000803.

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Background/Context Determining the effectiveness of reform strategies is a major part of the current and future educational research agenda. Effects of education reforms will be evaluated largely quantitatively, and an important aspect of this work will be judging how well reform strategies work. The rhetoric of contemporary school reform suggests two somewhat different solutions to the problem of the interpretive frame. One solution is derived from the idea that the goal of school reform is to reduce the achievement gaps between minority groups such as Blacks or Hispanics and Whites, rich and

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Shevchenko, Pavel. "Moscow school: results of the reforms." Science. Culture. Society 28, no. 3 (2022): 122–36. http://dx.doi.org/10.19181/nko.2022.28.3.9.

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The article examines the results of a 10-year period of active reform of the Moscow education system. The reforms began as an initiative of the federal government, and their implementation in Moscow had its own specifics. The measures to standardize the unified educational space, a new system of remuneration, per capita financing are described. Changes in the structure of the city's education management – the liquidation of district education departments, the unification of schools and kindergartens into educational complexes, the emergence of new functions for the school and its administratio

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Shin, Doh C., and Jack R. Vanderslik. "Education Reforms and Student Achievement in the American States." Korean Journal of Policy Studies 6 (December 31, 1991): 27–39. http://dx.doi.org/10.52372/kjps06003.

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The educational reforms by the states in the early 1980s were aimed at toughening the school environment and enriching student learning. Critics said that gains in schooling and learning are incompatible goals. We found small but consistent gains in learning, but inconsistent consequences of reform on schooling. State-imposed reforms accomplished more in learning than schooling, but the measurement of educational changes are too rough to make elaborate statistical analyses fruitful. "Legislators legislated. Bureaucrats regulated. Commissions wrote reports. And all these groups pointed fingers

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Schechter, Chen, and Haim Shaked. "Leaving fingerprints: principals’ considerations while implementing education reforms." Journal of Educational Administration 55, no. 3 (2017): 242–60. http://dx.doi.org/10.1108/jea-01-2016-0014.

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Purpose Turning an education reform program into school reality greatly depends on the principal. In certain cases, principals choose to implement reform instructions only partially. The purpose of this paper is to explore school principals’ considerations leading to their decisions not to fulfill a national reform’s guidelines in a full and complete way. Design/methodology/approach This qualitative study is based on interviews with 59 school principals. Generating themes was an inductive process, grounded in the various perspectives articulated by principals. Findings Data analysis yielded th

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Дисертації з теми "School Education Reforms"

Worner, Cindy Baker Paul J. "The differential response patterns of local schools to state mandated reforms." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720816.

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Thesis (Ph. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed June 1, 2006. Dissertation Committee: Paul Baker (chair), Dianne Ashby, Patricia Klass, William Rau. Includes bibliographical references (leaves 91-95) and abstract. Also available in print.

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Krop, Cathy S. "The finances of education governance reforms in California evidence from school district spending patterns /." Santa Monica, CA : Rand, 1996. http://catalog.hathitrust.org/api/volumes/oclc/36093673.html.

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Rizvi, Meher. "The relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/15955/1/Meher_Rizvi_Thesis.pdf.

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The government primary education system in Karachi, Pakistan, is faced with many problems and dilemmas and each dilemma justifies a reason, but perhaps no problem is as grave as the dejected professional status of the government primary school teachers in Karachi. Schools are only as good as their teachers, regardless of how high their standards, how up-to-date their technology, or how innovative their programs. With a large numbers of under-educated, under-trained, under-paid and, most importantly of all, undervalued government primary school teachers in Karachi, Pakistan (Hoodbhoy, 1998;

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Rizvi, Meher. "The relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan." Queensland University of Technology, 2004. http://eprints.qut.edu.au/15955/.

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Considine, Gillian. "Neo-liberal reforms in NSW public secondary education: What has happened to teachers' work?" Thesis, The University of Sydney, 2012. http://hdl.handle.net/2123/8596.

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As the neo-liberal public sector reform agenda took hold in the late 1980s an ideology of choice began to dominate education policy in many western countries, including Australia (Gewirtz 1997; Helsby 1999; Marginson 1997a). This thesis focuses on the specific range of market mechanisms that have been used in the NSW public secondary school system to introduce competition between schools and facilitate parental choice. One of the key characteristics of the reform agenda in NSW has been the diversification and expansion of a differentiated public secondary school system (Esson, Johnston & Vinso

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Royal, Camika. "Policies, Politics, and Protests: Black Educators and the Shifting Landscape of Philadelphia's School Reforms, 1967-2007." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/180064.

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Urban Education<br>Ph.D.<br>This research examines Black educators' professional experiences in the School District of Philadelphia (SDP) over forty years, through six superintendents and a state takeover. Using critical race theory, this research uncovers how Black educators' perceptions of SDP, based on district leadership, combined with their interpretations of the historical, social, and political contexts, influenced how they defined their professional situations, interpreted the culture of the District, and how they performed their roles. A phenomenological, historical ethnography approa

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Pages, Martin Marcel. "School autonomy with accountability reforms in Madrid: From instrumentation to policy enactment." Doctoral thesis, Universitat Autònoma de Barcelona, 2021. http://hdl.handle.net/10803/672580.

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Aquesta tesis estudia les polítiques d’autonomia escolar amb rendiment de comptes (SAWA, pel seu acrònim en anglès), com un model de reforma global, traduït i re-contextualitzat en un context sub-nacional. En concret, s’analitza la ‘instrumentació’, els impactes i els ‘enactments’ de les polítiques SAWA a Espanya, amb un enfocament particular sobre el cas de la Comunitat de Madrid. Les polítiques SAWA impulsen un model de reforma educativa a partir de la combinació de majors nivells d’autonomia escolar i descentralització, amb nous instruments d’avaluació i rendiment de comptes (RdC), amb l’ob

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Row, Timothy. "An Act of Interpretation? : A case study exploring the role of school principals in implementing educational reforms in Swedish upper secondary schools." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-170055.

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Denna uppsats undersöker vilken roll två rektorer för gymnasieskolor spelar för hur den nya skollagen tolkas och implementeras. Tidigare forskning kring rektorrollen i Sverige har visat att kommunaliseringsreformerna under 1990-talet ledde till att styrdokumenterna fick mycket större utrymme för tolkning. I detta läge har kontextuella faktorer blivit allt viktigare för att avgöra hur rektorer förhåller sig till styrdokumenterna. Begrepp såsom styrmedel, ledarskapsnormer samt personliga normer är relevanta i detta avseende. Utgår man från fallstudiens empiriska material kan det föreslås att d

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Clausen, Kurt W. "The meaning and implementation of curriculum integration in the middle school years, Ministry of Education reforms and current practice in the Ontario school system." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66139.pdf.

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Ocran, Kweku Siripi. "An Examination of Female Students’ Schooling Experiences in an Era of Educational Reforms in Ghana: A case study in the Accra - Tema School District." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1272391557.

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Книги з теми "School Education Reforms"

McLaughlin, Margaret J. Reform for all? general and special education reforms in five local school districts. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.

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Tharp, John M. Breaking the cycle of failed school reform: What five failed reforms tell us. Rowman & Littlefield Education, 2008.

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Chitty, Clyde. The education system transformed: A guide to the school reforms. Baseline Books, 1992.

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1964-, Mok Ka-Ho, and Comparative Education Research Centre, eds. Centralization and decentralization: Educational reforms and changing governance in Chinese societies. Comparative Education Research Centre, University of Hong Kong, 2004.

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Piwowarski, Rafał. Modern trends and actors in education: Policies and reforms in Poland. Trans Humana, 1996.

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Tomlinson, J. R. G. 1932-, Simkins Tim, Bramley Grange Group, Sheffield City Polytechnic. Centre for Education Management and Administration., and Society of Education Officers, eds. Assessing the impact on Local Education Authorities of the current education and local government reforms. Sheffield City Polytechnic, Centre for Education Management and Administration in association with the Society of Education Officers, 1989.

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Krop, Cathy S. The finances of education governance reforms in California: Evidence from school district spending patterns. Rand, 1996.

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J, Sergiovanni Thomas, and Moore John H. 1938-, eds. Schooling for tomorrow: Directing reforms to issues that count. Allyn and Bacon, 1989.

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Virginia, Roach, and Educational Resources Information Center (U.S.), eds. State-level reforms in education: District response and the implications for special education : cross-site analysis based on four case studies. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.

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Woodfield, Ian. The damaging effect of recent British educational reforms on secondary school teachers: An empirical study. Edwin Mellen Press, 2008.

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Частини книг з теми "School Education Reforms"

Mitchell, Douglas E. "Professional Paradoxes and School Reforms 1." In Professional Responsibility for Education. Routledge, 2021. http://dx.doi.org/10.4324/9781351000673-8.

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Tukdeo, Shivali. "Formal Education: Alphabets of Reforms and Escape." In India Goes to School. Springer India, 2019. http://dx.doi.org/10.1007/978-81-322-3957-4_2.

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Gomendio, Montserrat, and José Ignacio Wert. "7. Education Reforms." In Dire Straits-Education Reforms. Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0332.07.

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In Chapter 7, we analyse the interactions between ideology, governance, conflicts of interest and the evidence provided by ILSAs. We argue that the evidence can be split into three main categories. The first category includes strong evidence which has no impact on policy. The most robust evidence suggests that is reduced impact for greater levels of investment, i.e. decreases in class size and increases in teacher salaries, does not work in education. The reason why this approach has had no influence is because it generates a head-on conflict between the vested interests of unions and those of

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Jakubowski, Maciej. "Poland: Polish Education Reforms and Evidence from International Assessments." In Improving a Country’s Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_7.

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AbstractOver the last two decades, the Polish education system has been reformed several times, with the comprehensive structural reform in 1999, curriculum and evaluation reform in 2007, and early education reform introduced gradually until 2014. Student outcomes, as documented by PISA, but also other international assessments, largely improved over the last 20 years. Poland moved from below the OECD average to a group of top-performing countries in Europe. This chapter describes the reforms and research on their effects. It also discusses how it was possible to find political support for the

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Gomendio, Montserrat, and José Ignacio Wert. "5. Does the Evidence Count?" In Dire Straits-Education Reforms. Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0332.05.

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In Chapter 5, we analyse in detail features of education systems in top-performing countries, low-performing countries and those that have improved over time. We find that a very strong narrative has been built around the success of Finland and the shock experienced by Germany in the first PISA cycle. This narrative basically supports comprehensive systems, school autonomy and trust in teachers. We question why no clear narrative has been created from looking at the real top performers: countries in East Asia where levels of school autonomy tend to be low, where some countries such as Singapor

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Warren, Elizabeth, Annette R. Baturo, and Tom J. Cooper. "Power and Authority in School and Community: Interactions Between Non-Indigenous Teachers and Indigenous Teacher Assistants in Remote Australian Schools." In The Politics of Education Reforms. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3218-8_11.

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Ainscow, Mel, and Maija Salokangas. "The English School Reforms: Competition, Innovation and Fragmentation." In Leading and Transforming Education Systems. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4996-0_5.

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Fontdevila, Clara, Antoni Verger, and Adrián Zancajo. "Taking Advantage of Catastrophes: Education Privatization Reforms in Contexts of Emergency." In Private Schools and School Choice in Compulsory Education. Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17104-9_13.

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He, Shanyun, and Yong Zhou. "Globalisation and School-Based Curriculum Movement in China." In Globalisation, Ideology and Politics of Education Reforms. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19506-3_6.

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Nordin, Andreas, and Ninni Wahlström. "The Complexity of Context in Legitimating National School Reforms: The Case of Sweden." In Evidence and Expertise in Nordic Education Policy. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91959-7_8.

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AbstractThis chapter examines the use of evidence in legitimating national school reforms in a globalized context. Although international policy knowledge is becoming increasingly important in legitimating national school reforms, the national context still seems to affect whether and how it is used. This chapter draws attention to the selective use of international policy knowledge in domestic policy agendas and the increasingly important role of people and institutions acting as intermediaries in selecting, interpreting, and presenting useful policy knowledge to politicians. By taking the co

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Тези доповідей конференцій з теми "School Education Reforms"

Reston, Enriqueta, and Lisa Grace Bersales. "Reform efforts in training statistics teachers in the Philippines: challenges and prospects." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08604.

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In the Philippines, the growing concern in the teaching of statistics at the secondary and tertiary levels is evident in various reform efforts initiated by individuals and professional groups of statisticians. This paper examines the past and on-going individual and institutional activities geared towards teacher training and preparation of statistics teachers in all levels of the Philippine educational system. It presents the Philippine experience as a good example of how the different individuals and groups work together to achieve reforms. Institutional efforts towards statistical capacity

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Etco, Diana. "Structural investigation of concepts primary instructive legislation in Bassarabia in the 19th century. Statistical results." In Conferința științifică națională cu participare internațională "Integrare prin cercetare și inovare" dedicată Zilei Internaționale a Științei pentru Pace și Dezvoltare. Moldova State University, 2025. https://doi.org/10.59295/spd2024u.08.

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As a result of the reforms promoted in all spheres of activity of the Russian state, including education, during the last two decades of the 19th century, the situation changed radically. Therefore, both the number of educational institutions and the school contingent enrolled in studies has increased considerably. In 1890, in Bessarabia, 403 village public schools were operating, within which a school contingent of 31,324 students was trained. Overall, 620 primary education institutions operated in the region, with a school contingent of 38,301 students. From the total number of schools, indi

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Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.

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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of r

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Kumar, K. S. Vipin, V. K. Pramod, K. C. Paul, and N. Manoj. "Effect of educational reforms and new policies on school education." In 2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE). IEEE, 2013. http://dx.doi.org/10.1109/mite.2013.6756379.

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Krbec, Denisa. "The Reform’s Framework for Incorporating Collaborative Learning Activities." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2377.

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The majority of school reforms’ efforts are often realized without any contribution from technology in the main content of school “production" process. Technological solution is not necessarily related to the reform’s activities. Categories of educational technology implementation are designed to highlight differences in the learning activities and related (technological) applications. The “educational technology" includes different tools for learning, student/teacher collaboration possibilities, as well as a range of curriculum development, and incorporation of “collaborative" activities in t

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Lavrinoviča, Beata, Inga Linde, Gunta Siliņa-Jasjukeviča, and Inese Lūsēna-Ezera. "School as a Learning Organisation: Impediments to Its Implementation in Latvia and Abroad." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.15.

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One after another, European educational systems are applying reforms to transform primary and secondary schools to fit continuously changing and dynamic environments. Reforms require schools to serve as lifelong learning centres for various learners’ groups, including school leaders, teachers and school staff, making them more flexible, collaborative and innovative in what comes to the teaching approaches. Simultaneously, gradual transformations in education are contextualised by the decrease in teaching staff and low motivation to remain in the profession due to a variety of reasons. ‘School

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Muca, Florian. "A GLANCE OF PHYSICAL EDUCATION TEACHER’S SATISFACTION WITH THEIR PROFESSION IN ALBANIA." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/108.

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ABSTRACT Recognizably the teachers’ profession is important in shaping the knowledge and skills of youth. At equal importance is teachers’ satisfaction and motivation related to their professional activity for overall quality outcomes in the education process. Certainly, in the past, also in the modern time, the teachers’ role is incredibly significant and linked to the prosperity of a nation. The aim of this study was to take a glance in Physical Education (PE) Teachers’ satisfaction in relation with their professional activity. Participants in this research study were (N=88) PE teachers from

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Elster, Doris. "ECO-SCHOOL MOVEMENT BASED ON EDUCATIONAL REFORMS IN GERMANY." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.0425.

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Novikova, Galina Viktorovna. "The Problem of Conservatism and Development in the Russian School System." In 6th International Conference “Futurity designing. Digital reality problems”. Keldysh Institute of Applied Mathematics, 2023. http://dx.doi.org/10.20948/future-2023-25.

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The article analyzes the processes and results of modernization of the Russian school system. It is shown, what factors were caused by goals of educational reforms in the 2000s: The devaluation and condemnation of the methods of teaching in the Soviet school during the Perestroika era, the neglect of the high performance of Soviet schoolchildren, the choice of a liberal direction in the modernization of the general education system related to the political objectives of WTO (World Trade Organization) accession, where education is a service sector. The data on unsatisfactory educational results

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Diklić, Katarina, Života Radosavljević, and Jelena Palić. "Elementary School Serbia at the Time of the Covid - 19." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.10.

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Covid 19 is a disease that has spread all over the world. It caused upheavals in all societies and segments of society. This also relates to the Serbian society and its educational system. Education, as an important part of society, experienced a concussion. Serbia's cumbersome education system, many ongoing reforms, dissatisfaction of educators, many unresolved issues were now additionally burdened by the crown and everything it brings with it. How much of the education system, to which the primary school belongs, has successfully responded to these changes? The inflexibility and inelasticity

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Звіти організацій з теми "School Education Reforms"

Jaimovich, Analia. Institutional Architecture for School Improvement. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0006302.

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In order to improve the quality of education, several countries in Latin America and the Caribbean are implementing institutional reforms that affect the roles and responsibilities of education management units at different levels (national, subnational, local, and school level). With the aim of contributing to the technical dialogue vis-à-vis these reforms, the Education Division of the Inter-American Development Bank has carried out a comparative analysis of the institutional architecture of five high-performing education systems: the Ontario Province in Canada, the Commonwealth of Massachus

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Salvanes, Kjell G., Richard Blundell, and Patrick Bennett. A second chance? Labor market returns to adult education using school reforms. The IFS, 2020. http://dx.doi.org/10.1920/wp.ifs.2020.2820.

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Hoddinott, John, Mesele Araya, Tassew Woldehanna, Ricardo Sabates, Dawit Tibebu Tiruneh, and Nurullah Eryilmaz. Which Aspects of Educational Reforms in Ethiopia Have Promoted Equitable Achievements in Mathematics? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/138.

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This paper assesses the factors underpinning trends in mathematics learning for Grade 4 pupils in Ethiopia based on data collected in 2012-13 (the Young Lives surveys, YL) and 2018-19 (the RISE surveys). It combines comparable data on attainments on tests of students’ mathematics knowledge with information on their family background, their teachers, and the schools they attend. The period covered by the study encompasses an education reform, the General Education Quality Improvement Program – Phase II (GEQIP-II). GEQIP-II’s goals included increasing access to primary education and the quality

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Tiruneh, Dawit, Ricardo Sabates, Caine Rolleston, and John Hoddinott. Trends in Mathematics Learning in Ethiopia: 2012-2019. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/045.

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In this Insight Note, we explore the possible explanations for the decline in learning levels among primary school pupils in relation to the General Education Quality Improvement Programme (GEQIP) reforms that wereintended to improve quality and equity in the Ethiopian basic education system. We examine the extent to which mathematics learning levels for Grade 4 pupils have declined over time, despite the implementation of reforms to improve them, as well as the lessons that may be drawn from this. We also examine whether there is any difference in the benefits of the educational reforms for p

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Cilliers, Jacobus, Eric Dunford, and James Habyarimana. What Do Local Government Education Managers Do to Boost Learning Outcomes? Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/064.

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Decentralization reforms have shifted responsibility for public service delivery to local government, yet little is known about how their management practices or behavior shape performance. We conducted a comprehensive management survey of mid-level education bureaucrats and their staff in every district in Tanzania, and employ flexible machine learning techniques to identify important management practices associated with learning outcomes. We find that management practices explain 10 percent of variation in a district's exam performance. The three management practices most predictive of perfo

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Habyarimana, James, Ken Ochieng' Opalo, and Youdi Schipper. The Cyclical Electoral Impacts of Programmatic Policies: Evidence from Education Reforms in Tanzania. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/051.

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A large literature documents the electoral benefits of clientelistic and programmatic policies in low-income states. We extend this literature by showing the cyclical electoral responses to a large programmatic intervention to expand access to secondary education in Tanzania over multiple electoral periods. Using a difference-indifference approach, we find that the incumbent party's vote share increased by 2 percentage points in the election following the policy's announcement as a campaign promise (2005), but decreased by -1.4 percentage points in the election following implementation (2010).

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Raupp, Magda, Michelle Fryer, Juliana Arbeláez, et al. Review of IDB Support to Secondary Education: Improving Access Quality and Institutions, 1995-2012. Inter-American Development Bank, 2013. http://dx.doi.org/10.18235/0010573.

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This evaluation seeks to determine the extent to which the Bank supported equitable access to secondary education, improvements in secondary education quality, and reforms of education institutions to improve management capacity. In addition, it describes the approaches taken and examines the results obtained. The evaluation found that as the Bank's overall education financing for the Region increases, so does its role in supporting education policy reforms that will affect access, efficiency, and learning outcomes. The Bank has the potential to make significant contributions to improving seco

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Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.

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Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with distr

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Araya, Mesele, Caine Rolleston, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Understanding the Impact of Large-Scale Educational Reform on Students’ Learning Outcomes in Ethiopia: The GEQIP-II Case. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/125.

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The Ethiopian education system has been very dynamic over recent years, with a series of large-scale education program interventions, such as the Second Phase of General Education Quality Improvement Project (GEQIP-II) that aimed to improve student learning outcomes. Despite the large-scale programs, empirical studies assessing how such interventions have worked and who benefited from the reforms are limited. This study aims to understand the impact of the reform on Grade 4 students’ maths learning outcomes over a school year using two comparable Grade 4 cohort students from 33 common schools

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Kaffenberger, Michelle, and Marla Spivack. System Coherence for Learning: Applications of the RISE Education Systems Framework. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/086.

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In recent decades, education systems in most low- and middle-income countries (LMICs) have rapidly expanded access to schooling, but learning has lagged behind. There are many reasons for low learning in LMICs. Proximate determinants (such as insufficient financing or poor school management) receive much attention, but focus on these often ignores underlying system drivers. In this chapter we use a systems approach to describe underlying system dynamics that drive learning outcomes. To do so, we first describe the RISE education systems framework and then apply it to two cases. In the case of

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