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Academic literature on the topic 'Education outcome'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Education outcome"

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J, Deepak T., and Venishri P. "Outcome Based Education OBE Trend Review in Engineering Education." International Journal of Trend in Scientific Research and Development Special Issue, Special Issue-ICAEIT2017 (November 30, 2018): 41–43. http://dx.doi.org/10.31142/ijtsrd19126.

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Davis, Margery H. "Outcome-Based Education." Journal of Veterinary Medical Education 30, no. 3 (September 2003): 258–63. http://dx.doi.org/10.3138/jvme.30.3.258.

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Rao, N. J. "Outcome-based Education: An Outline." Higher Education for the Future 7, no. 1 (January 2020): 5–21. http://dx.doi.org/10.1177/2347631119886418.

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Things we can do because of learning are called outcomes of learning. Outcome based education (OBE) was propounded by William Spady in the 90s to bring the focus of formal education to what the students learn rather than what they were taught. OBE is a system of education giving priority to ends, purpose, accomplishments, and results. All decisions about the curriculum, assessment, and instruction are driven by the exit learning outcomes the students should display at the end of a program or a course. This paper presents a method of writing outcomes for General higher education programs. Outcomes for a higher education program are defined at three levels as program outcomes (POs), program specific outcomes (PSOs), and course outcomes (COs). The most important aspect of an outcome is that it should be observable and measurable. These are best written in a well-defined framework of taxonomy of learning. Bloom’s taxonomy of learning identifies three domains of learning: Cognitive, affective and psychomotor. Revised Bloom taxonomy of cognitive domain has two dimensions cognitive levels and knowledge categories. It is proposed that CO statements be written within a well-defined structure: Action, knowledge elements, conditions, and criteria. Tagging COs with POs, PSOs, cognitive levels and the number of classroom hours associated facilitates the computation of attainment of COs, POs, and PSOs.
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G. Ganesh Narayanan, Dr K. Bala Sathya,. "New Paradigm of Outcome-Based Education – A Higher Education Boon." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 495–97. http://dx.doi.org/10.17762/turcomat.v12i5.1041.

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Outcome-Based Education (OBE) is a vibrant model and considered as a giant leap forward to improve higher education and assists all graduates contend with their global counterparts. It is a student-centered tutoring conception that focuses on measuring student performance through outcomes. The Higher Education Institutions should frame appropriate course outcome, program outcome and these outcome should correlate with institutional objectives. But the actual success lies in the effective implementation and rigid accreditation process to ensure the quality of education. Hence, it is imperative to analyze the strength, weakness of the model and practical difficulties in case of implementation. This study reveals basic concepts, Implementation Strategies and OBE Practices and standards. The OBE-Steering Committee in each HEI offers ideas to frame Newfangled Curriculum with finest outcome and effective teaching methods with ICT tools and evaluation pattern based on blooms taxonomy.
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Rassow, Lloyd C. "Outcome-Based Higher Education." Journal of Studies in International Education 2, no. 1 (May 1998): 59–80. http://dx.doi.org/10.1177/1028315398002001005.

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Gurukkal, Rajan. "Towards Outcome-based Education." Higher Education for the Future 5, no. 1 (January 2018): 1–3. http://dx.doi.org/10.1177/2347631117740456.

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Jones, John D. "Outcome equity in education." Evaluation Practice 17, no. 2 (March 1996): 191–92. http://dx.doi.org/10.1016/s0886-1633(96)90027-6.

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Rajaee, N., E. Junaidi, S. N. L. Taib, S. F. Salleh, and M. A. Munot. "Issues and Challenges in Implementing Outcome Based Education in Engineering Education." International Journal for Innovation Education and Research 1, no. 4 (December 31, 2013): 1–9. http://dx.doi.org/10.31686/ijier.vol1.iss4.121.

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In recent years, the implementation of outcome based education (OBE) has been much emphasized in developed and developing nations which led to becoming the focal point for educational reforms. In outcome based education, students are responsible for their own learning and the assessment of learning are based on the outcomes instead of the contents being taught. However, much criticism against the OBE has also been presented in various papers regarding the actual implementation of OBE. In this paper, we discussed the issues and challenges of implementing an outcome based education in engineering education particularly in Faculty of Engineering, UNIMAS, Malaysia.
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Gunderman, R. B. "The outcome of medical outcomes assessment." Academic Medicine 72, no. 8 (August 1997): 682–7. http://dx.doi.org/10.1097/00001888-199708000-00012.

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Shaheen, Saima. "Theoretical Perspectives and Current Challenges of Outcome-Based Education Framework." International Journal of Engineering Education 1, no. 2 (December 15, 2019): 122–29. http://dx.doi.org/10.14710/ijee.1.2.122-129.

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AbstractOutcome-Based education is a performance-based approach for the curriculum development, a future-oriented learner-centered ‘Empowerment Paradigm’ that empowers and endorses all learners with future success. It is an influential and tempting way of restructuring and reorganizing engineering education. Washington Accord, an International accreditation convention, an independent agreement between signatory organizations to provide an external accreditation to undergraduate engineering programs. The accredited engineering programs that qualify an engineer to enter into the practice of professional engineers are equally recognized and acknowledged by other signatory countries and responsible organizations Pakistan Engineering Council (PEC) is a full signatory to the Washington Accord and a regulatory organization for the accreditation of engineering programs in Pakistan. To keep up the permanent membership status, it is the requirement of PEC to implement Outcome-Based in engineering degree awarding institutes in Pakistan. The main aim of Outcome-Based education in engineering education is to empower engineering students with the essential characteristics required to switch themselves into the engineering profession as a global and professional engineer. The focus of current research is to explore the philosophical and theoretical underpinnings of Outcome-Based education. Moreover, to unveil the current challenges in the implementation of OBE framework in engineering education.
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Dissertations / Theses on the topic "Education outcome"

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Salmacia, Kaycee Ann. "Developing Outcome-Driven, Data-Literate Teachers." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599195.

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Outcome-driven data literacy is a relatively new discipline in the field of K-12 education. With the exception of a few researchers, a handful of teacher training organizations, and practices observed in some public schools, there is little guidance for how teacher training organizations interested in developing outcome-driven, data-literate teachers should go about this work. In response to this problem, this study investigates how four teacher training organizations already engaged in developing outcome-driven, data-literate teachers are going about teaching these kinds of knowledge, skills, and mindsets. Using a qualitative case study approach, the study aims to help teacher training organizations identify approaches for teaching data literacy by sharing promising practices and lessons learned from organizations that have pioneered this work over the last several years.

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Tippett, Steven R. Palmer James C. "Student outcome assessment in physical therapy education." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006628.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed April 13, 2006. Dissertation Committee: James C. Palmer (chair), Edward R. Hines, Patricia H. Klass, William L. Tolone, Wendy G. Troxel. Includes bibliographical references (leaves 168-176) and abstract. Also available in print.
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Lorek, Amy E. "Learning as leisure motivation, outcome, value /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3358933.

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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2009.
Title from PDF t.p. (viewed on Feb. 8, 2010). Source: Dissertation Abstracts International, Volume: 70-05, Section: A, page: 1781. Adviser: Alan W. Ewert.
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Tse, Ling-ying. "The contribution of parent's academic attribution and homework involvement to children's outcome." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716917.

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Melin, Ingela. "Motivating clinical treatment of obesity : methods, education, supervision and outcome /." Stockholm, 2004. http://diss.kib.ki.se/2004/91-7140-137-7/.

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Peile, Edward Basil. "Evaluating process and outcome in the education of general practitioners." Thesis, Oxford Brookes University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289128.

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I set out to develop methodologies linking the educational processes adopted by General Practitioner trainers to outcomes, in terms of quality performance by their learners in later life as doctors. Evidence about educational process and about quality of practice must be collected and analysed in a format that takes full account of the judgements to be made for formative and summative assessment. This work iterates between considerations of evidence and judgements The first of three phases of research established a framework of categories and dimensions by which to describe educational behaviours of GP Trainers. This involved interviewing trained practitioners to find what had been of lasting value from training. The categories deriving from a Grounded Theoretical approach have proved useful in practice and have been incorporated into training assessments. Second Phase Research involved refining data collection methods for assessing prevalent educational behaviours in training practices. The process by which judgements are made about training was analysed and developed in the light of research findings, which support a trend towards self-assessment by trainers. The complexity of evidence collection is such that even experienced visiting teams struggled to construct meaningful aggregations across several categories in the course of a brief visit. Their limited data best serves to validate the self-assessments of trainers, carried out over an extended period of training, and involving potentially beneficial reflection-in-action and reflection-on-action. Finally, 31General Practitioners engaged in a pilot study of Insight 360® assessments of quality practice. Their self-assessments were compared against 331 patient assessments and 237 colleague perceptions. Literature review and preliminary experiments led to the conclusion that Multilevel Modelling (MLM) techniques are best suited to such data analysis. Even with small numbers, valid findings emerged around gender influences on self-perception, reinforcing the conclusion that MLM is needed if we are to relate complex data around quality of practice to the level of prior educational experience. .. Using the framework developed in this project, trainers can now be encouraged to examine their prevalent educational behaviours and record the evidence for formative and summative assessment. This work gives confidence that accumulated 3600 assessments of practitioners may in future be analysed using MLM techniques to shed light on different quality outcomes of varying educational processes
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Mok, Doris S. "The impact of student-faculty interaction on undergraduate international students' academic outcome." Thesis, University of Southern California, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609959.

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International students constituted 3.4 to 3.6% of the total student population in U.S. degree-granting institutions (NCES, 2008). Research efforts on this population have been divergent and disparate, thus findings cannot be systematized for theoretical consistency (Pedersen, 1991). Student interaction with faculty has been identified as one of the strongest factors relating to student persistence (Tinto, 1997), student satisfaction and other positive educational outcomes (Astin, 1999). Guided by Astin's (1991) Input-Environment-Outcome Model, this quantitative study utilized data from the Cooperative Institutional Research Program (CIRP) to explore how international students' interaction with faculty impacted their academic outcomes. Results indicated that international students interacted with faculty frequently. These interactions had significant impact on international students' academic outcome (College GPA, self-perceived academic ability and intellectual self-confidence), success and satisfaction. Regression analyses identified that getting encouragement for graduate school and receiving a letter of recommendation from faculty were consistently a factor associated with positive academic outcomes and student satisfaction. In addition, advice about education program, opportunity to discuss coursework outside class and opportunities to apply learning in the real world were factors associated with student success. Faculty and student service professionals should become aware of international students' unique needs and challenges and facilitate positive student-faculty interaction for this population.

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Jewell, Sarah. "Human capital acquisition and labour market outcome in UK higher education." Thesis, University of Reading, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494790.

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In recent decades participation in higher education in the UK has increased but at the same time students increasingly faced a greater burden of the costs. With the government keen to increase participation it is important to understand the costs and benefits of higher education for the individual student. This thesis is a microeconomic study investigating formal and informal human capital acquisition in UK higher education and the subsequent labour market outcomes, stemming from the human capital theory developed in the 1960s. The research is based on the 2006 and 2007 University of Reading graduate cohorts (4,577 observations) using data collected from the University of Reading student database and the Destinations of Leavers in Higher Education survey, with further data collected on 678 graduates through an employment survey. Our analysis incorporates a variety of econometric methods. including discrete choice modelling, and used a broader range of socio-economic background variables, including parents' income and education than previous studies.
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Dunlap, Katherine M. "Family empowerment: One outcome of parental participation in cooperative preschool education." Case Western Reserve University School of Graduate Studies / OhioLINK, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=case1061318780.

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Esmaily, Hamideh Mohammadzadeh. "Outcome-based continuing medical education an intervention to improve rational prescribing /." Stockholm : Karolinska institutet, 2009. http://diss.kib.ki.se/2009/978-91-7409-710-8/.

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Books on the topic "Education outcome"

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Spady, William G. Outcome-based education. Belconnen, A.C.T: Australian Curriculum Studies Association, 1993.

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Rowe, Alan. Quality and outcome-based education. Belconnen, A.C.T: Australian Curriculum Studies Association, 1994.

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Tupelo, Mississippi: Outcome-based education. Bloomington, Ind: Phi Delta Kappa's Center on Evaluation, Development, and Research, 1985.

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Kumar, Kaushik. Engineering Pedagogy Towards Outcome-Based Education. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003083160.

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Sunseri, Ron. Outcome based education: Understanding the truth about education reform. Sisters, Or: Multnomah Books, 1994.

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Outcome-based education: Critical issues and answers. Arlington, Va: American Association of School Administrators, 1994.

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A, Baron Mark, ed. Outcome-based education: Developing programs through strategic planning. Lancaster, Pa: Technomic Pub., 1993.

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Phyllis, Geddert, and Fort McMurray RCSSD No. 32., eds. High success in mathematics through outcome-based education. Edmonton, Alta: Alberta Education, 1993.

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Higher Educational Funding Council for England. Continuing vocational education (CVE) development funding: The outcome. Bristol: HEFCE, 1995.

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Waltz, Carolyn Feher. Educational outcomes: Assessment of quality--a prototype for student outcome measurement in nursing programs. New York: National League for Nursing, 1988.

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Book chapters on the topic "Education outcome"

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Alam, Firoz, and Alexandra Kootsookos. "Outcome-based education." In Engineering Education, 29–51. Boca Raton : CRC Press, [2021]: CRC Press, 2020. http://dx.doi.org/10.1201/9781351182003-2.

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Christison, MaryAnn, and Denise E. Murray. "Outcome-Based Education." In What English Language Teachers Need to Know Volume III, 307–20. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429275746-26.

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Schroth, Stephen T., and Jason A. Helfer. "Outcome." In Developing Teacher Diversity in Early Childhood and Elementary Education, 153–67. New York: Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-59180-7_5.

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Leppink, Jimmie. "Dichotomous Outcome Variables." In Springer Texts in Education, 79–90. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21241-4_5.

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Leppink, Jimmie. "Ordinal Outcome Variables." In Springer Texts in Education, 103–16. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21241-4_7.

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Leppink, Jimmie. "Quantitative Outcome Variables." In Springer Texts in Education, 117–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21241-4_8.

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Pratt-Clarke, Menah A. E. "The Outcome Achieved." In Critical Race, Feminism, and Education, 121–64. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230115378_6.

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Leppink, Jimmie. "Multicategory Nominal Outcome Variables." In Springer Texts in Education, 91–101. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21241-4_6.

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Hašková, Alena, Peter Kuna, and Miloš Palaj. "Information Transfer in Education." In Engineering Pedagogy Towards Outcome-Based Education, 121–36. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003083160-12.

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Sahay, Shivangi, and Anju Bharti. "Ethical Perspective on Engineering Education." In Engineering Pedagogy Towards Outcome-Based Education, 49–64. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003083160-6.

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Conference papers on the topic "Education outcome"

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Sigurgeirsson, Daniel Brur, Marta Larusdottir, Mohammad Hamdaga, Mats Daniel, and Bjorn Tor Jonsson. "Learning Outcome Outcomes: An Evaluation of Quality." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8659342.

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Crespo, Raquel M., Jad Najjar, Michael Derntl, Derick Leony, Susanne Neumann, Petra Oberhuemer, Michael Totschnig, Bernd Simon, Israel Gutierrez, and Carlos Delgado Kloos. "Aligning assessment with learning outcomes in outcome-based education." In 2010 IEEE Education Engineering 2010 - The Future of Global Learning Engineering Education (EDUCON 2010). IEEE, 2010. http://dx.doi.org/10.1109/educon.2010.5492385.

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Tubaishat, Abdallah, Azzedine Lansari, and Akram Al-Rawi. "E-portfolio Assessment System for an Outcome-Based Information Technology Curriculum." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3341.

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Currently colleges and universities are facing a number of problems, including ill designed curricula that do not address demands from the job market. There is also tremendous pressure from society on academic institutions to provide an education that results in guaranteed employment, especially given the soaring price of higher education. Currently, a number of academic institutions are facing the problem of grade inflation, which has resulted in the grade point average (GPA) model losing its value (Mansfield, 2001). Therefore, academic educational institutions are looking for alternative ways to provide an education that attracts students in a highly competitive world. Several US academic institutions have adopted the outcome based educational model to move away from the GPA driven model. Furthermore, accreditations organizations (such as North Central Association of Colleges and Schools) are requiring academic institutions to present a method to assess students’ learning outcomes, particularly in the general education courses.
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Chit Siang Soh, Kia Hock Tan, Kim Ho Yeap, Vooi Voon Yap, and Yun Thung Yong. "Measuring learning outcomes of Bachelor degree program in outcome-based education." In 2010 2nd International Congress on Engineering Education (ICEED 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceed.2010.5940786.

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Ramchandra, Shivakumar, Samita Maitra, and K. MallikarjunaBabu. "Method for estimation of attainment of program outcome through course outcome for outcome based education." In 2014 IEEE International Conference on MOOC, Innovation and Technology in Education (MITE). IEEE, 2014. http://dx.doi.org/10.1109/mite.2014.7020231.

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Sudheer, K., V. V. N. Sujit, N. V. G. Prasad, and K. Ravichand. "A Novel Method of Learning Outcome Assessment in Outcome Based Education." In 2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2016. http://dx.doi.org/10.1109/mite.2016.071.

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Nguyen, Ho Thi Thao, Subarna Sivapalan, and Nguyen Thi My Linh. "Implementing an Outcome-Based Education Framework." In ICMET '20: 2020 the 2nd International Conference on Modern Educational Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3401861.3401863.

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Hegde, Rajeshwari. "Implementing outcome based education for microcontrollers." In 2014 IEEE International Conference on MOOC, Innovation and Technology in Education (MITE). IEEE, 2014. http://dx.doi.org/10.1109/mite.2014.7020281.

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Wadhwa, Sujata, Audrey Barlow, and Siddharth Jadeja. "Activity Based Learning: Overcoming Problems in Implementing OBE in Engineering Education During Transition Phase." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50210.

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National Board of Accreditation, India has become the signatories of the Washington Accord adopting outcome based education guidelines in order to impart the quality education in engineering institutes [14]. Outcome Based education (OBE) requires thorough assessment and evaluation of the students individually, with special focus on the overall development of the students. OBE is based more on student centric learning and less on the role of a faculty or the content part (taught) which requires modifications at grass root level in the University teaching learning scheme. It demands a transition of a lecturer into a facilitator. It also requires a paradigm shift in teaching learning process in engineering education (EE) system as OBE focuses more on development of all the three learning domains, contradictory to the traditional teaching learning process which focuses more on development of the cognitive domain and psychomotor domain only. According to the World Bank Report, the modern volatile and complex world demands from the engineers the core employability skills like critical thinking, problem solving, creativity and innovation, collaboration skill, communication skill which must be developed and honed during the course tenure so that they could become competent global engineers [2] [3]. This paper brings forth the out of box thinking and implementation concept of the OBE for UG program, through activity based students’ engagement, specially designed activity to achieve Programme Educational Outcomes (PEOs), Programme Outcomes (POs) and Course Learning Outcomes (CLOs). It intends to solve the problem of large classes through the implementation of the FLIP classroom model. A six month activity based teaching learning model had been adopted for different streams, involving more than 1500 engineering students. The outcome/s achieved by each activity had been termed as Activity Outcomes (AOs). This paper discusses the problems encountered during the implementation of OBE frame work for large class [4] in context with Indian environment and also strives to provide some methods to implement activity based learning to achieve desirable outcomes.
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Rajak, Akash, Ajay Kumar Shrivastava, and Divya Prakash Shrivastava. "Automating Outcome Based Education for the Attainment of Course and Program Outcomes." In 2018 Fifth HCT Information Technology Trends (ITT). IEEE, 2018. http://dx.doi.org/10.1109/ctit.2018.8649532.

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Reports on the topic "Education outcome"

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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe04.

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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, all-too-often dominant leaders’ goals vis-à-vis the education sector can veer in other directions. In impersonal competitive contexts, a combination of strong formal institutions and effective processes of resolving disagreements can, on occasion, result in a shared commitment among powerful interests to improve learning outcomes—but in none of the case studies is this outcome evident. In Peru, substantial learning gains have been achieved despite messy top-level politics. But the Chilean, Indian, and South African case studies suggest that the all-too-common result of rule-boundedness plus unresolved political contestation over the education sector’s goals is some combination of exaggerated rule compliance and/or performative isomorphic mimicry. Personalised competitive contexts (Bangladesh, Ghana, and Kenya for example) lack the seeming strengths of either their dominant or their impersonal competitive contexts; there are multiple politically-influential groups and multiple, competing goals—but no credible framework of rules to bring coherence either to political competition or to the education bureaucracy. The case studies show that political and institutional constraints can render ineffective many specialised sectoral interventions intended to improve learning outcomes. But they also point to the possibility that ‘soft governance’ entry points might open up some context-aligned opportunities for improving learning outcomes. In dominant contexts, the focus might usefully be on trying to influence the goals and strategies of top-level leadership. In impersonal competitive contexts, it might be on strengthening alliances between mission-oriented public officials and other developmentally-oriented stakeholders. In personalised competitive contexts, gains are more likely to come from the bottom-up—via a combination of local-level initiatives plus a broader effort to inculcate a shared sense among a country’s citizenry of ‘all for education’.
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/122.

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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, all-too-often dominant leaders’ goals vis-à-vis the education sector can veer in other directions. In impersonal competitive contexts, a combination of strong formal institutions and effective processes of resolving disagreements can, on occasion, result in a shared commitment among powerful interests to improve learning outcomes—but in none of the case studies is this outcome evident. In Peru, substantial learning gains have been achieved despite messy top-level politics. But the Chilean, Indian, and South African case studies suggest that the all-too-common result of rule-boundedness plus unresolved political contestation over the education sector’s goals is some combination of exaggerated rule compliance and/or performative isomorphic mimicry. Personalised competitive contexts (Bangladesh, Ghana, and Kenya for example) lack the seeming strengths of either their dominant or their impersonal competitive contexts; there are multiple politically-influential groups and multiple, competing goals—but no credible framework of rules to bring coherence either to political competition or to the education bureaucracy. The case studies show that political and institutional constraints can render ineffective many specialised sectoral interventions intended to improve learning outcomes. But they also point to the possibility that ‘soft governance’ entry points might open up some context-aligned opportunities for improving learning outcomes. In dominant contexts, the focus might usefully be on trying to influence the goals and strategies of top-level leadership. In impersonal competitive contexts, it might be on strengthening alliances between mission-oriented public officials and other developmentally-oriented stakeholders. In personalised competitive contexts, gains are more likely to come from the bottom-up—via a combination of local-level initiatives plus a broader effort to inculcate a shared sense among a country’s citizenry of ‘all for education’.
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.
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Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto, and João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003344.

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The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students test scores by 20% relative to the control group.
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Grossman, Michael. Education and Nonmarket Outcomes. Cambridge, MA: National Bureau of Economic Research, August 2005. http://dx.doi.org/10.3386/w11582.

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XU, Fangyuan, Qiqi Yang, Wenchao ZHANG, and Wei HUANG. Effects of acupuncture and moxibustion in reducing urine leakage for female stress urinary incontinence: A protocol for an overview of systematic reviews and meta-analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0100.

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Review question / Objective: Participants: Female patients who are diagnosed with SUI according to any widely recognized and accepted criteria, regardless of their age, ethnicity, education, or social status. Interventions: The treatment used in the experimental group mainly includes acupuncture, electroacupuncture, warm needle acupuncture, stick-moxibustion, direct-moxibustion, partition moxibustion, or one of the above therapies combined with traditional Chinese medicine or pelvic floor muscle exercise. Comparator/control: The control groups were treated with conventional western medicine, pelvic floor muscle exercise, electrical stimulation, or placebo. Outcome indicators: (1) Primary outcomes: effective rate, urine leakage in 1-hour pad test; (2) Secondary outcomes: International Consultation on Incontinence Questionnaire-Short Form (ICIQ-SF) score, pelvic floor muscle strength, frequency of 24-hour urinary incontinence, and adverse reactions. Types of studies: Peer-reviewed SRs and MAs based on randomized controlled trials (RCTs) will be included in this overview.
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Zuo, Lingyan, Fengting Zhu, Rui Wang, Hongyan Shuai, and Xin Yu. Music intervention affects the quality of life on Alzheimer’s disease: a meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2021. http://dx.doi.org/10.37766/inplasy2021.12.0055.

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Review question / Objective: Inclusion criteria: population: 1) A randomized controlled study on the impact of music intervention on the QOL of patients with AD; 2) The participants in this study is patients with AD; 3) There is no significant difference among age, gender and education background in sorted groups before analysis which make these groups comparable; intervention: 1)Intervention Modality Music-based intervention; comparison: 1) All data were sorted into two groups: the music intervention group and the control group without any music intervention; outcome: 1) The indicators evaluated in the literature included the score of QOL-AD or WHOQOL-BERF scale, at least one of the two scales summarized in selected publications; language: 1) Only articles published in English and Chinese were considered. Exclusion criteria: 1) The participants were not diagnosed with AD; 2) Non-musical intervention;3) Non-RCTs; 4) No specific values for outcome variables; 5) Articles lacking original data; 6) Repeat published reports; 7) Full text could not be obtained.
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Glewwe, Paul, and Karthik Muralidharan. Improving School Education Outcomes in Developing Countries. Research on Improving Systems of Education (RISE), October 2015. http://dx.doi.org/10.35489/bsg-rise-wp_2015/001.

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Pritchett, Lant. Creating Education Systems Coherent for Learning Outcomes. Research on Improving Systems of Education (RISE), December 2015. http://dx.doi.org/10.35489/bsg-rise-wp_2015/005.

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Hastings, Justine, Brigitte Madrian, and William Skimmyhorn. Financial Literacy, Financial Education and Economic Outcomes. Cambridge, MA: National Bureau of Economic Research, September 2012. http://dx.doi.org/10.3386/w18412.

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