Assessing Sector Performance and Inequality in Education

Porta, Emilio; Arcia, Gustavo; Macdonald, Kevin; Radyakin, Sergiy; Lokshin, Michael

doi:10.1596/978-0-8213-8458-9

Cited by 9 publications

(5 citation statements)

References 3 publications

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“… Despite large achievement gaps, internationally Moldova scores average in terms of the impact of socio-economic background on PISA scores suggesting some room for education equality improvement. Similar (and even worse) inequitable outcomes can be found in rich countries such as New Zealand or France, which have a good PISA performance, though in some other countries socio-economic background has less of an impact on educational performance which suggests some potential for the reduction of education inequality which on its own, if considered in terms of learning opprtunities, 'has the potential to produce quick gains in economic and social welfare' (Porta et al, 2011;OECD, 2012b). International evidence also suggests that substantial progress in student performance can be achieved in a diverse social settings with moderate economic resources.…”

Section: Key Findings and Policy Implicationsmentioning

confidence: 86%

“…Moldova should target to improve quality of education and learning opportunities for all students, equitably across the entire education system. There is room for education inequality reduction in the country and international evidence (Porta et. al., 2011) suggests that achievement of substantial education quality improvements together with the reduction of the share of poorly performing students and results variability based on student socioeconomic background is possible and leads to significant economic and social gains.…”

Section: Main Policy Recommendationsmentioning

confidence: 99%

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Student Performance and Attendance in Moldova from a Socio-Economic Perspective

Olefir¹,

Stöhr²,

Coupé

et al. 2015

SSRN Journal

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This technical note was prepared at the request of the Ministry of Education of Moldova by Anna Olefir (TTL, Operations Officer, GEDDR), Tobias Stohr, Tom Coupe and Anatol Gremalschi (Consultants). The note also benefited from comments and suggestions by Andrea Guedes (Senior Operations Officer), Igor Kheyfets (Economist) and Lucas Gortazar (Consultant). The funding for this study was provided by the Poverty and Social Impact Analysis (PSIA) Multi-Donor Trust Fund (MDTF).

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Section: Key Findings and Policy Implicationsmentioning

confidence: 86%

Section: Main Policy Recommendationsmentioning

confidence: 99%

Student Performance and Attendance in Moldova from a Socio-Economic Perspective

Olefir¹,

Stöhr²,

Coupé

et al. 2015

SSRN Journal

View full text Add to dashboard Cite

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“…Accountability is improved when accurate and reliable education statistics are made available. This helps ensure that decision makers and policy makers rely more on data than on politics and opinion (Porta et al 2011). The quality and accuracy of education data is, therefore, crucial, since society will trust only quality data (Barrera-Osorio and Linden 2009).…”

Section: Accountabilitymentioning

confidence: 99%

From Compliance to Learning: A System for Harnessing the Power of Data in the State of Maryland

Abdul-Hamid¹,

Mintz²,

Saraogi³

2017

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World Bank Studies are published to communicate the results of the Bank's work to the development community with the least possible delay. The manuscript of this paper therefore has not been prepared in accordance with the procedures appropriate to formally edited texts. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved.

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“…In several developing Asian economies, differences in access to schooling between the poor and nonpoor are quite evident, especially in South Asia (Porta et al 2011). Figures 5 and 6 demonstrate the wide gaps in access to primary and secondary schooling between the poorest and richest groups.…”

Section: Public Spending On Educationmentioning

confidence: 99%

Fiscal Policy for Inclusive Growth: An Overview

2014

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The views expressed in this paper are those of the author and do not necessarily reflect the views and policies of the Asian Development Bank (ADB) or its Board of Governors or the governments they represent. Terms of use: Documents inADB does not guarantee the accuracy of the data included in this publication and accepts no responsibility for any consequence of their use.By making any designation of or reference to a particular territory or geographic area, or by using the term "country" in this document, ADB does not intend to make any judgments as to the legal or other status of any territory or area. Notes:In this publication, "$" refers to US dollars.The ADB Economics Working Paper Series is a forum for stimulating discussion and eliciting feedback on ongoing and recently completed research and policy studies undertaken by the Asian Development Bank (ADB) staff, consultants, or resource persons. The series deals with key economic and development problems, particularly those facing the Asia and Pacific region; as well as conceptual, analytical, or methodological issues relating to project/program economic analysis, and statistical data and measurement. The series aims to enhance the knowledge on Asia's development and policy challenges; strengthen analytical rigor and quality of ADB's country partnership strategies, and its subregional and country operations; and improve the quality and availability of statistical data and development indicators for monitoring development effectiveness.

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Assessing Sector Performance and Inequality in Education

Cited by 9 publications

References 3 publications

Student Performance and Attendance in Moldova from a Socio-Economic Perspective

Student Performance and Attendance in Moldova from a Socio-Economic Perspective

From Compliance to Learning: A System for Harnessing the Power of Data in the State of Maryland

Fiscal Policy for Inclusive Growth: An Overview

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