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How effective is schooling in promoting learning (English)

Results of educational research in both developed and developing countries are presented on the issue of schooling effectiveness, and policy implications are discussed. Schooling is not as effective in promoting learning, as measured by achievement tests, as educators had assumed. The significance of traditional factors, such as class size, teacher training, and unit costs per student, has been overestimated. Other factors, including parental behavior, nutrition, personality, and chance are more significant than previously assumed. Two central policy questions arise for planners concerned with poverty and social inequality in developing and developed nations: 1) how to reduce cognitive inequality among individuals; and 2) how to reduce the inequality in the number of years individuals remain in schools. Research has not identified a variant of the existing system that is consistently related to students' educational outcomes, but nothing in the literature proves that current systems cannot be substantially improved to deal with these questions. Suggestions are made for specific areas of deficiency in educational system and for changes to overcome the problems. Educational and demographic data are included. Numerous references.

Details

  • Author

    SIMMONS, J.

  • Document Date

    1975/03/31

  • Document Type

    Staff Working Paper

  • Report Number

    SWP200

  • Volume No

    1

  • Total Volume(s)

    1

  • Disclosure Date

    2010/07/12

  • Disclosure Status

    Disclosed

  • Doc Name

    How effective is schooling in promoting learning?

  • Keywords

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Citation

SIMMONS, J.

How effective is schooling in promoting learning (English). Staff working paper ; no. SWP 200 Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/284731467980498167/How-effective-is-schooling-in-promoting-learning