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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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정보검색

소장정보 검색

국회도서관 홈으로 정보검색 소장정보 검색
결과 내 검색 동의어 포함
결과 내 검색 동의어 포함

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Title page

Contents

Abstract 1

1. Introduction 6

2. A quarter century of expansion and oscillating priorities 9

3. Reaching higher or younger: what do countries borrow for as they approach universal primary enrollment? 14

4. Better at expanding access for younger children than improving learning for older ones 17

5. A closer look at specific investments in early childhood education and learning outcomes projects 22

6. What is in a project may depend on who has prepared it 24

7. Conclusion 26

References 28

Appendix 1: Methodological note 29

Appendix 2: Cross-lagged panel analysis 33

Appendix 3: Full regression results (section 4) 34

TABLE 1. Expanding access to primary schooling is associated with a decline in borrowing for primary education and an increase in borrowing for ECE and secondary education 15

TABLE 2. Identity of the World Bank Task-Team Leader can explain the composition of education projects as well or better than the country the projects are located in 25

FIGURE 1. World Bank's education financing expanded significantly over the past two and a half decades 9

FIGURE 2. The share of financing for primary education has declined while the shares of other sub-sectors have fluctuated 10

FIGURE 3. Expanding access has been the dominant objective of World Bank's education financing between 1998 and 2022 11

FIGURE 4. The share of projects targeting "quality" or "learning" as opposed to "access" shows no clear trend over the medium term 12

FIGURE 5. Explicit focus on learning outcomes often implies more project activities involving assessments, teachers and curriculum 13

FIGURE 6. Interventions targeted at underrepresented groups and women increased dramatically while activities enhancing wellbeing in school stagnated 14

FIGURE 7. Projects targeting outcomes generally receive lower performance scores than projects targeting outputs 18

FIGURE 8. Projects with an explicit focus on learning outcomes are most likely to be rated as unsuccessful 19

FIGURE 9. ECE projects are the only category with a significantly higher probability of success than primary education projects 21

FIGURE 10. Teachers and inclusion dominate the list of most common activities financed through ECE projects 23

FIGURE 11. Assessments and curriculum reform are prominent among activities financed through projects targeting learning outcomes 24

TABLE A1. Choice of project subsector as a function previous education project cycles in the same country 33

TABLE A2. Project performance by project objectives (marginal effects based on ordered probit regressions using 4-scale outcome rating) 34

TABLE A3. Project performance by project objectives (marginal effects based on binary probit regressions using binary outcome rating) 35

TABLE A4. Project performance by subsector (marginal effects based on binary probit regressions using binary outcome rating) 36

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