Vietnam : Identifying Reliable Predictors of Learning for Results-Based Financing in Education
Many education systems around the world have reached nearly universal access to schooling, but ensuring high quality learning for all students has proven to be more difficult to achieve. Results-based financing (RBF) has the potential to transform...
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| Format: | Brief |
| Language: | English |
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World Bank, Washington, DC
2020
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| Online Access: | http://documents.worldbank.org/curated/en/530301531200403297/Vietnam-Identifying-Reliable-Predictors-of-Learning-for-Results-Based-Financing-in-Education http://hdl.handle.net/10986/33538 |
| Summary: | Many education systems around the world
have reached nearly universal access to schooling, but
ensuring high quality learning for all students has proven
to be more difficult to achieve. Results-based financing
(RBF) has the potential to transform the way in which
education systems improve by incentivizing students,
parents, teachers, school administrators, and other
stakeholders to achieve better results. RBF mechanisms work
by linking financial incentives to measurable results such
as school attendance, dropout rates, student test scores, or
other indicators of education quality. Conditional cash
transfers (CCTs), teacher performance pay systems, and
disbursement- linked indicators (DLIs) are all examples of
RBF that have been shown to be effective at improving
learning outcomes at the student, parent, teacher, and
school district levels. However, directly financing learning
outcomes can be problematic for many reasons - because it
can add such distortions to real learning as teaching to the
test, because it is difficult to set targets for learning
for all students with widely diverse abilities, and because
teachers, students, and policymakers may not know how to
improve learning. Therefore, as a precondition to
establishing RBF systems, it is first necessary to identify
the intermediate drivers of student learning to shed light
on the mechanisms through which learning is achieved. |
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