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Feasibility first: Expanding access before fixing learning.

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  • 1Center for Global Development, UK.

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|January 29, 2024
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Prioritizing universal secondary education access in developing nations is more feasible and beneficial than improving primary learning outcomes. Reforms expanding access show consistent, scalable impacts, unlike complex quality interventions.

Keywords:
Developing countriesEducation policyLearning outcomesSchool accessSecondary education

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Area of Science:

  • Education Policy
  • Development Economics
  • Global Education

Background:

  • Sustainable Development Goal 4 (SDG4) targets universal secondary education access and minimum primary learning outcomes.
  • Developing countries face challenges in achieving both educational access and quality.
  • Prioritization is needed to maximize impact and feasibility in resource-constrained environments.

Purpose of the Study:

  • To evaluate the relative feasibility and benefits of prioritizing universal secondary education access versus improving primary school learning outcomes in developing countries.
  • To inform evidence-based policy decisions for SDG4 implementation.

Main Methods:

  • Comparative analysis of policy interventions and their demonstrated impacts at scale.
  • Review of evidence on the effectiveness of removing access barriers versus improving school quality.
  • Examination of economic benefits, specifically wage gains, associated with different educational levels and quality improvements.

Main Results:

  • Removing barriers to secondary school access (e.g., fees, exams) demonstrates consistent, scalable impacts, even with weak state capacity.
  • Efforts to improve primary school quality have yielded less consistent results.
  • Secondary schooling consistently leads to wage gains, irrespective of quality, whereas primary quality improvements do not show comparable economic benefits.

Conclusions:

  • Focusing on expanding secondary education access is a more feasible and clearly beneficial strategy for developing countries.
  • Governments should prioritize reforms that reliably increase enrollment and access to secondary education.
  • Complex interventions aimed at improving primary learning outcomes are less reliable at scale and should be approached with caution.