Abstract
The World Bank’s new education sector strategy (World Bank Education Strategy 2020, hereafter referred to as WBES 2020) establishes the guidelines for new education priorities in low-income contexts for the coming decade. WBES 2020 attempts to move the focus of education reforms further away from an inputs rationale to a reform agenda with outputs, governance, and managerial solutions at its core. More specifically, it advocates: (a) the adoption of a systemic approach to education reform that strengthens the role of non-government players and incentives in education, (b) a more discernible focus on learning outcomes, which implies measuring school results in order to generate a knowledge base with which to inform policy-makers and families, and (c) the dissemination of innovative approaches and demand-side interventions that can contribute to improving learning outcomes effectively.
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Verger, A., Bonal, X. (2012). “All Things Being Equal?”. In: Klees, S.J., Samoff, J., Stromquist, N.P. (eds) The World Bank and Education. Comparative and International Education, vol 14. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-903-9_9
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DOI: https://doi.org/10.1007/978-94-6091-903-9_9
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