Pakistan has become a hotbed of educational reform. Teachers are now being hired on merit. Last year, the Government of Punjab — the 12th largest schooling system in the world — outsourced 4,276 underperforming public schools to NGOs and private entities. And it doesn’t stop there: I count more than 100 significant initiatives implemented by various administrations over the last 15 years.
Over the last two decades, the Rwandan government has received global recognition for its impressive efforts to improve children’s education through expanded access, a decentralised system, and performance-based accountability. Despite these efforts, evidence suggests that education quality remains extremely low.
Lant Pritchett has a knack for making novel arguments and making them seem so obvious that one wonders how no one has made them before. His recent RISE working paper, The Politics of Learning: Directions for Future Research, is no exception. It’s chock-full of key insights for anyone who seeks to explain why developing country governments pursue their educational policies.
Here are a few facts:
“Quality Learning for All” and its Relation with Equity in Education Systems
UN Sustainable Development Goal 4 (SDG 4) to “Ensure inclusive and quality education for all and promote lifelong learning” raises many questions on both conceptual and practical grounds. Perhaps, one of the most important would be which indicator to use to measure progress in accomplishing it.