Understanding education policy preferences: Survey experiments with policymakers in 35 developing countries.

ABSTRACT: Despite rapid increases in global access to primary school, average learning outcomes in many low and middle income countries remain low. International actors are increasingly focused on a policy agenda prioritizing foundational learning, measured by test scores in primary school. However, international actors have limited capacity to impose this agenda, which ultimately depends on national decision-makers. In this paper we present new evidence on the priorities and views of these national decision-makers. We report on a new survey of 931 senior government officials working on education in 35 low- and middle-income countries. We show with survey experiments that national policymakers place relatively low value on action to address foundational skills. We explain variation in preferences am

SUBMITTER: Crawfurd L 

PROVIDER: S-EPMC12549476 | biostudies-literature | 2025 Dec

REPOSITORIES: biostudies-literature