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Toward High-Quality Education in Peru : Standards, Accountability, and Capacity Building

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  • World Bank

Abstract

One of the principal challenges in reducing poverty and accelerating development in Peru is improving the quality of education. This book is a contribution from the World Bank to the debate over how to improve the quality of education. The book has three main recommendations that, to be successful, should be implemented sequentially. First, it is necessary to generate basic standards, quality goals, and quality measurement systems. Second, once quality can be measured a clear system of accountability should be implemented based on these standards and quality goals. Third, once there are standards and systems of accountability, investment is needed to strengthen the institutional capacity of the providers.

Suggested Citation

  • World Bank, 2007. "Toward High-Quality Education in Peru : Standards, Accountability, and Capacity Building," World Bank Publications, The World Bank, number 6745, June.
  • Handle: RePEc:wbk:wbpubs:6745
    as

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    File URL: https://openknowledge.worldbank.org/bitstream/handle/10986/6745/405570PE0Educa1LIC0disclosed0Aug221.pdf?sequence=1
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    References listed on IDEAS

    as
    1. Herrera, Santiago & Pang, Gaobo, 2005. "Efficiency of public spending in developing countries : an efficiency frontier approach," Policy Research Working Paper Series 3645, The World Bank.
    2. World Bank, 2001. "Peruvian Education at a Crossroads : Challenges and Opportunities for the 21st Century," World Bank Publications, The World Bank, number 13948, June.
    3. Santiago Cueto & Juan León & Cecilia Ramírez & Oscar Pain, 2003. "Oportunidades de aprendizaje y rendimiento en matemática en una muestra de estudiantes de sexto grado de primaria de Lima," Documentos de Investigación dt43, Grupo de Análisis para el Desarrollo (GRADE).
    Full references (including those not matched with items on IDEAS)

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    Cited by:

    1. Metzler, Johannes & Woessmann, Ludger, 2012. "The impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation," Journal of Development Economics, Elsevier, vol. 99(2), pages 486-496.

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