Contents
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8.1 Resource and Input Policies 8.1 Resource and Input Policies
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8.2 Generalizing from Existing Evidence 8.2 Generalizing from Existing Evidence
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8.3 Teacher Quality 8.3 Teacher Quality
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8.4 Focusing Institutions and Incentives on Knowledge Outcomes 8.4 Focusing Institutions and Incentives on Knowledge Outcomes
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School Accountability School Accountability
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Choice and Competition Choice and Competition
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Direct Rewards Direct Rewards
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Indirectly Focusing on Goals Indirectly Focusing on Goals
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8.5 Equity in Knowledge Acquisition 8.5 Equity in Knowledge Acquisition
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Early Childhood Education Early Childhood Education
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Tracking Tracking
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Vocational versus General Curricula Vocational versus General Curricula
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8.6 Conclusions on Improving Knowledge Capital 8.6 Conclusions on Improving Knowledge Capital
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8 Policies to Improve Knowledge Capital
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Published:April 2015
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Abstract
Recent history clearly shows that improvements in knowledge capital are possible and within the reach of nations. But, a wide variety of specific policies have been implemented within various countries without much evidence of success in either achievement or economic terms, generally reflecting the pursuit of policies for which there is little empirical support. This chapter, drawing on relevant research and findings from a variety of sources, distils a few key conclusions about which broad sets of policies are promising and which are not. The evidence across countries suggests simple resource policies have proved inconsistent and ineffective, not only for developed but also for developing countries. At the same time, some policies from developed countries, such as school autonomy, may not be equally effective in developing countries, and vice versa. Overall, the evidence points to the general importance of focusing incentives on educational outcomes, something that is best achieved by constructing the institutional structures of the education system with specific focus on outcomes. A number of education institutions – most notably, developing effective accountability systems, promoting choice and competition, and providing direct rewards for good performance – potentially lead to higher teacher quality and offer promise. Finally, some policies (such as pre-school programs) promise both improved equity and increased growth, while others (such as early tracking) offer the opposite.
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