Understanding Education Policy Preferences: Survey Experiments with Policymakers in 35 Developing Countries

Sharing core norms and values
Posted Dec 20, 2021 | Center for Global Development

Foreign aid donors and international organizations supporting education in developing countries have come to prioritize foundational learning, measured by test scores in primary school, based on a diagnosis of deficient school quality, and a body of empirical evidence about effective interventions. Based on a survey of over 900 senior education officials in 35 low- and middle-income countries, this paper by the Center for Global Development gauges their alignment with this agenda. Lee CrawfurdSusannah HaresAna Minardi and Justin Sandefur explain variation in preferences as a function of three factors: different objectives for education, different enrollment and learning levels, and different beliefs about the effectiveness of particular interventions. Misalignment with donor agendas is evident across all three dimensions.



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