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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Main Author:	World Bank
Format:	Brief
Language:	English
Published:	World Bank, Washington, DC 2020
Subjects:	EDUCATION OUTCOMES STUDENT PERFORMANCE EDUCATION FINANCE SECONDARY EDUCATION ENROLLMENT STUDENT LEARNING
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

id	okr-10986-33538
recordtype	oai_dc
spelling	okr-10986-335382021-05-25T10:54:42Z Vietnam : Identifying Reliable Predictors of Learning for Results-Based Financing in Education World Bank EDUCATION OUTCOMES STUDENT PERFORMANCE EDUCATION FINANCE SECONDARY EDUCATION ENROLLMENT STUDENT LEARNING 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. 2020-04-03T21:27:42Z 2020-04-03T21:27:42Z 2018-05 Brief 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 English RBF Education; CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Brief East Asia and Pacific Vietnam
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	EDUCATION OUTCOMES STUDENT PERFORMANCE EDUCATION FINANCE SECONDARY EDUCATION ENROLLMENT STUDENT LEARNING
spellingShingle	EDUCATION OUTCOMES STUDENT PERFORMANCE EDUCATION FINANCE SECONDARY EDUCATION ENROLLMENT STUDENT LEARNING World Bank Vietnam : Identifying Reliable Predictors of Learning for Results-Based Financing in Education
geographic_facet	East Asia and Pacific Vietnam
relation	RBF Education;
description	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.
format	Brief
author	World Bank
author_facet	World Bank
author_sort	World Bank
title	Vietnam : Identifying Reliable Predictors of Learning for Results-Based Financing in Education
title_short	Vietnam : Identifying Reliable Predictors of Learning for Results-Based Financing in Education
title_full	Vietnam : Identifying Reliable Predictors of Learning for Results-Based Financing in Education
title_fullStr	Vietnam : Identifying Reliable Predictors of Learning for Results-Based Financing in Education
title_full_unstemmed	Vietnam : Identifying Reliable Predictors of Learning for Results-Based Financing in Education
title_sort	vietnam : identifying reliable predictors of learning for results-based financing in education
publisher	World Bank, Washington, DC
publishDate	2020
url	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
_version_	1764478986411311104

Vietnam : Identifying Reliable Predictors of Learning for Results-Based Financing in Education

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