What works to improve the quality of student learning in developing countries?

Masino, Serena; Niño‐Zarazúa, Miguel

doi:10.1016/j.ijedudev.2015.11.012

Cited by 156 publications

(116 citation statements)

References 52 publications

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“…The use of instructional media is expected to help students understand and accept the learning process that teachers do. The conducted a systematic review to identify policy interventions that improve education quality and student learning in developing countries as suggestion that interventions are more effective at improving student performance and learning when social norms and intertemporal choices are factored in the design of education policies, and when two or more drivers of change are combined (Masino & Zarazua, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Design and Implementation of an Educational Multimedia Interactive Operation System Using Lectora Inspire

Wibawa¹

2017

ELINVO

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Section: Introductionmentioning

confidence: 99%

The Design and Implementation of an Educational Multimedia Interactive Operation System Using Lectora Inspire

Wibawa¹

2017

ELINVO

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“…This is contrary to participatory and community management interventions, which entail bottom-up and top-down policies in policy development (Masino and Niño-Zarazúa, 2016). Rather, Masino and Niño-Zarazúa suggested that policy formulation must be done by diffusing knowledge among local communities, parent-teacher associations, and parent committees, raise awareness, and increase participation and involvement in the management of education systems.…”

Section: Arbitrary Policy Formulation and Decision-makingmentioning

confidence: 99%

“…According to Mifsud (2015), the main aims of collaboration include the sharing of professional expertise, the enrichment of learning opportunities for students and the breaking down of barriers between the schools and individuals. Masino and Niño-Zarazúa (2016) identified bottom-up and top-down participatory and community management strategies, via decentralisation reforms, and with involvement of communities in the school system management as one of three best drivers to improve education quality and student learning in developing countries. The other two relate to supply-side elements of education systems, through the provision of additional material and human resources; and the supply-side and demand-side factors influence behaviors.…”

Section: Introductionmentioning

confidence: 99%

Enhancing pre-K-12 student learning outcomes: The need for synergies of policy-makers, school administrators and parents

Gbollie¹,

Gong²

2018

Educ. Res. Rev.

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Building strong synergy among policy-makers, school administrators, teachers and parents in the execution of their roles is very important to improve student learning outcomes. It helps to lay a firm educational foundation for children from Pre-K-12 and facilitates life-long learning in order to assist learners to acquire knowledge, skills, values and attitudes that empower them to contribute to sustainable development. As a remedy to deteriorating student learning outcomes (exemplified in Liberia), this paper examines and discusses synergic alignment of education stakeholders' roles towards the primary goal of better learning outcomes for students from pre-primary through high school, focusing on the need for combined efforts. It highlights why synergic alignment matters in spite of their traditionally ascribed roles and pinpoints some challenges and benefits of building synergy among stakeholders. Finally, this article offers suggestions aimed at improving student performance, particularly in developing countries through collaborative partnership. It sees synergy in group roles as one of the most effective solutions to cultivating better student learning outcomes and condemns children's education as the sole responsibility of school workers (administrators and teachers). It was concluded that the survivability of social institutions and continuity of human existence hinges on synergy built to support children's learning.

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“…These can be grouped into seven main categories, namely home environment, parental involvement in their children education, pre-school attendance, school resourcefulness (teaching and learning environment), school leadership, relevance of curriculum content and quality of teachers (Vegas and Petrow, 2008;Masino and Nino-Zarazua, 2015;Hungi, 2011). An education policy is particularly effective in improving the factors related to schools (all of the above factors except home environment and parental involvement).…”

Section: The Effectiveness Of the Policy In Addressing The Learning Cmentioning

confidence: 99%

The effectiveness of the new education and training policy in addressing the learning crisis in Tanzania

Mkumbo

2017

IJMIE

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Using content analysis research method, the paper analyses the content of the new education and training policy in Tanzania, with a view to examining the extent to which it is geared towards promoting learning outcomes. The analysis shows that the new policy embodies some significant changes that will guide the Tanzanian education agenda for a foreseeable future. Notably, the newly introduced structure of education seems appropriate and in line with international trends regarding the number of years that children are expected to spend in basic education. Nevertheless, the main focus of the policy statements seems to be on improving access rather than learning outcomes. In particular, the policy is largely silent on the most important driver of learning: the quality of teachers. As such, it is concluded that the new policy does not seem to be adequately geared towards addressing the apparent learning crisis in Tanzania.

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What works to improve the quality of student learning in developing countries?

Cited by 156 publications

References 52 publications

The Design and Implementation of an Educational Multimedia Interactive Operation System Using Lectora Inspire

The Design and Implementation of an Educational Multimedia Interactive Operation System Using Lectora Inspire

Enhancing pre-K-12 student learning outcomes: The need for synergies of policy-makers, school administrators and parents

The effectiveness of the new education and training policy in addressing the learning crisis in Tanzania

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