Handbook of International Development and Education
Show Less

Handbook of International Development and Education

Edited by Pauline Dixon, Steve Humble and Chris Counihan

This Handbook considers the myths and untruths that currently exist in international development and education. Using historic and contemporary evidence, this compendium redefines the international development narrative through a new understanding of 'what works', drawn from pragmatic ideas and approaches.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 6: Delivering education: a pragmatic framework for improving education in low-income countries

Tahir Andrabi, Jishnu Das and Asim Ijaz Khwaja


Two decades into the new millennium, when it comes to education, there is much to be optimistic about. Primary school enrollments are up and it’s a rare country where more than 10 percent of children in the primary ages are out of school (Figure 6.1). Measurement and learning are squarely on the educational agenda, and widely publicized results from international tests like the Trends in International Mathematics and Science frequently crossover into the political debate. An array of educational products and experiments are under development, and barely a day goes by without the launch of the next great thing in teaching methods or schooling system reform, a keen reflection of the universal desire to improve. But there is also much to worry about. Low-income countries that participate in international tests report deficits that put their average child at the bottom 15th percentile of children from richer countries. In countries like India, Ethiopia, Peru and Pakistan, children can barely read as they graduate from primary school. Vast differences across children compounds the problem of low average learning, contributing to growing inequality and concentration of incomes: test results from countries like South Africa and Indian states show that these are among the most unequal educational systems in the world—the top 1 percent do OK, the rest can barely read by the time they finish primary school (Table 6.1).

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information

or login to access all content.