Understanding Education Policy Preferences: Survey Experiments with Policymakers in 35 Developing Countries
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 Crawfurd, Susannah Hares, Ana 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.
https://www.cgdev.org/publication/understanding-education-policy-preferences-survey-experiments-policymakers-35-developing
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