Harry Anthony Patrinos – författare

While public-private partnerships in education in the United States have received a lot of attention, research on such partnerships elsewhere has been limited-even though such partnerships have been steadily gaining prominence, particularly in developing countries. Aiming to fill this gap, this book presents fresh, technically sound empirical evidence on the effectiveness and cost of various public-private education partnerships from around the world, including voucher programs and faith-based schools. The evidence on the impact in terms of school performance, targeting, and cost of public-private partnerships is mixed. Some evidence suggests that voucher schools outperform public schools, but the difference between both types of schools is not as large as one might think, and is often smaller than simple statistics suggest. Evidence on faith-based schools tends to show slightly better performance than public schools, but this is not the case in all countries. While in some countries faith-based schools reach the poor better than public schools, in other countries the reverse is observed. As for the private costs of education, evidence shows that costs depend on the systems in place in each country, but that when school choice is limited, parents can still influence the performance of their children through private expenditure for tutoring. More rigorous studies on such partnerships, particularly in developing countries, are necessary.

This book is about the threats to education quality in the developing world that cannot be explained by lack of resources. It reviews the observed phenomenon of service delivery failures in public education: cases where programs and policies increase the inputs to education but do not produce effective services where it counts – in schools and classrooms. It documents what we know about the extent and costs of such failures across low and middle-income countries. And it further develops the conceptual model posited in the World Development Report 2004: that a root cause of low-quality and inequitable public services - not only in education - is the weak accountability of providers to both their supervisors and clients.The central focus of the book, however, is a new story. It is that developing countries are increasingly adopting innovative strategies to attack these problems. Drawing on new evidence from 22 rigorous impact evaluations across 11 developing countries, this book examines how three key strategies to strengthen accountability relationships in developing country school systems have affected school enrollment, completion and student learning.The book reviews the motivation and global context for education reforms aimed at strengthening provider accountability. It provides the rationally and synthesizes the evidence on the impacts of three key lines of reform: (1) policies that use the power of information to strengthen the ability of clients of education services (students and their parents) to hold providers accountable for results; (2) policies that promote school-based management–that is increase schools’ autonomy to make key decisions and control resources, often empowering parents to play a larger role; (3) teacher incentives reforms that specifically aim at making teachers more accountable for results, either by making contract tenure dependent on performance, or offering performance-linked pay. The book summarizes the lessons learned, draws cautious conclusions about possible complementarities across different types of accountability-focused reforms if they are implemented in tandem, considers issues related to scaling up reform efforts and the political economy of reform, and suggests directions for future work.

This book documents poverty systematically for the world's indigenous peoples in developing regions in Asia, Africa and Latin America. The volume compiles results for roughly 85 percent of the world's indigenous peoples. It draws on nationally representative data to compare trends in countries' poverty rates and other social indicators with those for indigenous sub-populations and provides comparable data for a wide range of countries all over the world. It estimates global poverty numbers and analyzes other important development indicators, such as schooling, health and social protection. Provocatively, the results show a marked difference in results across regions, with rapid poverty reduction among indigenous (and non-indigenous) populations in Asia contrasting with relative stagnation - and in some cases falling back - in Latin America and Africa.

This book documents poverty systematically for the world's indigenous peoples in developing regions in Asia, Africa and Latin America. The volume compiles results for roughly 85 percent of the world's indigenous peoples. It draws on nationally representative data to compare trends in countries' poverty rates and other social indicators with those for indigenous sub-populations and provides comparable data for a wide range of countries all over the world. It estimates global poverty numbers and analyzes other important development indicators, such as schooling, health and social protection. Provocatively, the results show a marked difference in results across regions, with rapid poverty reduction among indigenous (and non-indigenous) populations in Asia contrasting with relative stagnation - and in some cases falling back - in Latin America and Africa.

This open access book compares and analyses the results in twelve countries of the two latest international student assessments: Progress in International Reading Literacy Study 2021 (PIRLS) and the Programme for International Student Assessment 2022 (PISA) and tries to disentangle the effects of the pandemic from the long term trends in education.It is one of the first, or maybe the first, published volumes to provide a global assessment of the devastating impact of the COVID-19 pandemic on student learning as measured by independent international comparative surveys.The 12 countries discussed in this volume represent a wide variety of educational systems – including Chile, Ecuador, England, Estonia, Italy, the Netherlands, Poland, Portugal, South Africa, Spain, and the United States. It compiles diverse scenarios including countries that are high performers; countries that perform at the OECD mean; and countries that are struggling to attain the OECD average. Each country has its history that reflects efforts to cope with pandemic school closures and to improve educational achievement.A major topic discussed in this edited volume is related to understanding the diverse circumstances for the variations in results within different countries: Why did learning loss in specific locations? How much learning was lost? Why is a country continuously declining? Why is another country constantly improving? Why is there higher or less levels of inequality? How is a country regularly improving with an outdated curriculum? Which policies have worked, and which ones have not? What can we do now? This book is a valuable contribution to answer these concerns based on a diverse sample of countries and research questions.