首先是可行性:在固定学习之前扩大访问权限.
1Center for Global Development, UK.
概括
优先考虑发展中国家普遍获得中等教育的机会比改善初级学习成果更可行和有益. 扩大访问的改革显示出一致的,可扩展的影响,与复杂的质量干预不同.
科学领域:
- 教育政策 教育政策
- 发展经济学 发展经济学
- 全球教育全球教育
背景情况:
- 可持续发展目标4 (SDG4) 的目标是普及中学教育和最低初级学习成果.
- 发展中国家在实现教育获得和教育质量方面面临着挑战.
- 需要确定优先级,以最大限度地提高资源有限的环境中的影响和可行性.
研究的目的:
- 评估优先考虑普及中学教育的相对可行性和好处,而不是改善发展中国家的小学学习成果.
- 为SDG4实施提供基于证据的政策决策信息.
主要方法:
- 政策干预措施的比较分析及其在规模上的证明影响.
- 审查关于消除入学障碍与提高学校质量的有效性证据.
- 检查与不同教育水平和质量改善相关的经济效益,特别是工资增长.
主要成果:
- 消除进入中学的障碍 (例如学费,考试) 显示出一致的,可扩展的影响,即使国家的能力较弱.
- 提高小学质量的努力取得的结果不那么一致.
- 不管质量如何,中学教育始终会带来工资增长,而初级质量改善并没有显示出可比的经济效益.
结论:
- 专注于扩大中学教育的准入是一个更可行的战略,对发展中国家来说显然是有利的.
- 政府应优先考虑改革,可靠地增加入学率和进入中等教育的机会.
- 旨在改善初级学习成果的复杂干预措施在规模上不那么可靠,应该谨慎处理.
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