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

Date
2020-11-20
Authors
Mawoyo, Monica
Vally, Zaahedah
Editor
Panda, Santosh
Corporate Author
Journal Title
Journal ISSN
Volume Title
Publisher
Commonwealth of Learning (COL)
Report/Paper Number
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.
Description
Subject
Literacy, Primary Education, Developing World
Country
South Africa
Region
Africa
Series
Journal of Learning for Development;Vol 7; No 3
Citation
DOI