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

We conducted a systematic assessment to identify the quality of education in developing countries and policy intervention to improve student learning. Depending on the theory of change type, we emphasize the three main driving forces in education quality change: (1) supplier's ability intervention to function through the provision of physical and human resources and teaching materials; (2 (3) Bottom-up and top-down participatory and community management interventions through decentralization reform, knowledge dissemination, and participation of the community in education system management; teacher, family, and student behavior and inter- . Overall, our findings show that when social policy and intertrial choices are taken into account in the design of educational policy, and when the driving forces of two or more changes are combined, the intervention will make student performance and learning Suggest that it is designed to improve. It is effective. Therefore, the effect of complementing the supply side intervention will only be diminished by motivation to change community involvement and preferences and behaviors.

These complementarities indicate that improving the quality of education also improves the level of education. Indeed, the quality of education in developing countries may be higher than in developed countries. Evidence from empirical evidence from members of the Organization for Economic Cooperation and Development (OECD) indicates that the quality of education has a strong influence on economic growth, as well as poor quality education seems to have little effect It is. For example, if the quality of education is included in the recovery of cross-border economic growth, the academic performance seems to have little effect. The implications of policy are obvious: school time income is small if students do not study. It is unlikely that merely building a school without guaranteeing the quality and increasing the enrollment rate will help to achieve the human capital objectives of each country

We conducted a systematic assessment to identify the quality of education in developing countries and policy intervention to improve student learning. Depending on the theory of change type, we emphasize the three main driving forces in education quality change: (1) supplier's ability intervention to function through the provision of physical and human resources and teaching materials; (2 (3) Bottom-up and top-down participatory and community management interventions through decentralization reform, knowledge dissemination, and participation of the community in education system management; teacher, family, and student behavior and inter- . Therefore, the effect of complementing the supply side intervention will only be diminished by motivation to change community involvement and preferences and behaviors.