What I Really Want
This paper reports the views and perceptions of randomly selected education policy makers in the East Asia Pacific region, based on surveys of 651 senior public officials in 14 middle-income countries. The findings show that officials tend to prioritize increasing secondary school completion over improving learning quality, and they severely underestimate learning poverty and do so by a larger margin than officials in other countries. Officials were most likely to cite system capacity as the primary constraint to improving learning. The findings show that officials’ support for gender equality and disability inclusion is high. Interviewed officials tend to oppose violence against students and prefer to invest in in-service teacher training or early-grade reading compared to other options, such as EdTech or inclusion for students with disabilities. This mix of alignment and misalignment between policy makers’ goals and the stated goals of development partners can inform future engagement in policy dialogue, analysis, and information campaigns.
| Main Authors: | , , , |
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| Format: | Working Paper biblioteca |
| Language: | English English |
| Published: |
Washington, DC: World Bank
2023-10-17
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| Subjects: | EDUCATION, BUREAUCRACY, EDUCATION POLICY PRIORITY, DISCRETE CHOICE, EDUCATION IN MIDDLE INCOME COUNTRIES, IMPROVING SECONDARY SCHOOL COMPLETION, EDUCATION INCLUSION, |
| Online Access: | http://documents.worldbank.org/curated/en/099246410122325829/IDU093cd4c4400a550455f0afed04b95af694b29 https://openknowledge.worldbank.org/handle/10986/40478 |
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| Summary: | This paper reports the views and
perceptions of randomly selected education policy makers in
the East Asia Pacific region, based on surveys of 651 senior
public officials in 14 middle-income countries. The findings
show that officials tend to prioritize increasing secondary
school completion over improving learning quality, and they
severely underestimate learning poverty and do so by a
larger margin than officials in other countries. Officials
were most likely to cite system capacity as the primary
constraint to improving learning. The findings show that
officials’ support for gender equality and disability
inclusion is high. Interviewed officials tend to oppose
violence against students and prefer to invest in in-service
teacher training or early-grade reading compared to other
options, such as EdTech or inclusion for students with
disabilities. This mix of alignment and misalignment between
policy makers’ goals and the stated goals of development
partners can inform future engagement in policy dialogue,
analysis, and information campaigns. |
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