Improving Education Outcomes in Low- and Middle-Income Countries: Outcomes-Based Contracting and Early Grade Literacy

Resource type
Journal Article
Authors/contributors
Title
Improving Education Outcomes in Low- and Middle-Income Countries: Outcomes-Based Contracting and Early Grade Literacy
Abstract
Fifty-three percent of Grade 4 learners cannot read for meaning in low- and middle-income countries despite an investment of between 33-49% of education expenditure on primary education. Teaching children to read in the early grades is fundamental to building resilient education systems, as the ability to read early in life is a great predictor for education success, and will minimise learning loss during education emergencies similar to COVID-19 school closures, for children who can read for meaning can carry on learning outside of school buildings. Further, the predicted financing gaps in the next few years, as a result of COVID-19, will require governments to utilise limited financial resources effectively and efficiently by implementing literacy programmes proven to be impactful, using financial instruments like outcomes-based contracting that can mobilise and coordinate non-traditional educational finance and incentivise service providers to improve results by paying for achievement of agreed outcomes.
Publication
Journal of Learning for Development
Volume
7
Issue
3
Pages
334-348
Date
2020/11/19
Language
en
ISSN
2311-1550
Short Title
Improving Education Outcomes in Low- and Middle-Income Countries
Accessed
2020-11-21T13:31:27Z
Library Catalog
Rights
Copyright (c) 2020 Monica Mawoyo, Zaahedah Vally
Extra
Number: 3
Citation
Mawoyo, M., & Vally, Z. (2020). Improving Education Outcomes in Low- and Middle-Income Countries: Outcomes-Based Contracting and Early Grade Literacy. Journal of Learning for Development, 7(3), 334–348. https://jl4d.org/index.php/ejl4d/article/view/468