Improving learning outcomes: More resources or improved efficiency?

• In Event: Roundtable Session (Monday II)
  In Refereed Round-Table Session: Nurturing care: building evidence for program implementation and effectiveness_session II

Proposal

Abstract

Improving learning outcomes is at the core of the international agenda for access to quality education for all. The literature identifies many policy variables that can potentially contribute to improving learning in developing countries. For instance, in the case of francophone Africa, using the PASEC 2014 test, some studies show that school resources such as teachers’ competency level, learning materials, teaching practices and school facilities appear to be important drivers for learning. PASEC 2014 data also show that some schools have similar resources, but they achieve different levels of learning outcomes. Schools may have different abilities to translate their resources into learning outcomes.

The objective of the current study is twofold. Firstly, it attempts to evaluate the efficiency with which school resources are translated into learning outcomes at the school level in the 10 countries that participated in the PASEC test conducted in 2014. Secondly, it investigates the drivers of the efficiency in the PASEC countries. This study aims to discuss possible policies for increased efficiency, better resource allocation and improved learning outcomes.

Preliminary results show that schools are facing some inefficiencies in the use of the resources allocated to them. Although the efficiency level varies by school and country, on average, 20 % of school resources are wasted because of inefficiencies at school level. Increasing school resources may not be an appropriate policy for the low efficient schools. Tackling the inefficiency issues appears to be a priority for the least efficient schools. However, some schools are relatively more efficient even with limited resource allocation and improving school resources might lead to improved learning outcomes.

Author

• Élisé Wendlassida Miningou, Global Partnership for Education