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Vietnam : Identifying Reliable Predictors of Learning for Results-Based Financing in Education (Inglês)

Many education systems around the world have reached nearly universal access to schooling, but ensuring high quality learning for all students has proven to be more difficult to achieve. Results-based financing (RBF) has the potential to transform the way in which education systems improve by incentivizing students, parents, teachers, school administrators, and other stakeholders to achieve better results. RBF mechanisms work by linking financial incentives to measurable results such as school attendance, dropout rates, student test scores, or other indicators of education quality. Conditional cash transfers (CCTs), teacher performance pay systems, and disbursement- linked indicators (DLIs) are all examples of RBF that have been shown to be effective at improving learning outcomes at the student, parent, teacher, and school district levels. However, directly financing learning outcomes can be problematic for many reasons - because it can add such distortions to real learning as teaching to the test, because it is difficult to set targets for learning for all students with widely diverse abilities, and because teachers, students, and policymakers may not know how to improve learning. Therefore, as a precondition to establishing RBF systems, it is first necessary to identify the intermediate drivers of student learning to shed light on the mechanisms through which learning is achieved.

Detalhes

  • Autor

    Musso,Mariel Fernanda, Cascallar,Eduardo Cesar, Bostani,Neda, Crawford,Michael F.

  • Data do documento

    2018/05/01

  • TIpo de documento

    Informativo

  • No. do relatório

    128149

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Vietnã,

  • Região

    Leste Asiático e Pacífico,

  • Data de divulgação

    2020/04/02

  • Disclosure Status

    Disclosed

  • Nome do documento

    Vietnam : Identifying Reliable Predictors of Learning for Results-Based Financing in Education

  • Palavras-chave

    number of pupil per teacher; Teachers; education for all; results-based financing; universal access to schooling; high level of accuracy; student learn outcome; cognitive ability; teaching practice; know how; investments in education; teacher training institution; higher test score; gross enrollment rate; Learning for All; Financing of Education; language in school; lower secondary education; quality of health; total poverty rate; train use; conditional cash transfer; pilot program; source of funding; lower secondary school; Education Research; gap in enrollment; socioeconomic status; student learning; intermediate indicator; teacher characteristic; physical health; cognitive factor; school administrator; logistic regression; financial incentive; Education Quality; academic performance; education outcome; children's education; donor aid; start school; Medical care; school attendance; independent variable; satisfaction rate; predictor variable; neural network; student characteristic; cultural factor; pedagogical approach; student success; academic achievement; black box; learning technique; traditional learning; several reasons; child's age; teacher selection; low education; language barrier; photo credit; cognitive process; language exam; quality indicators; learning result; government administrator; intermediate level; cognitive stimulation; targeted intervention; poor household; cumulative effect; working memory; birth weight; professional development; student population; better learning; classroom school; information condition; school classroom; household characteristic; physical characteristic; longitudinal study; student outcome; education stakeholder; school outcome; dropout rate; richer countries; public expenditure; participating country; longitudinal survey; school year; empirical evidence; education systems; teacher performance

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