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dc.titleWhy We Should End Reforms in Education
dc.contributor.authorMcGinn, Noel
dc.contributor.orgunitIntegration and Regional Programs Department
dc.date.available2011-02-14T00:00:00
dc.date.issue2002-04-04T00:00:00
dc.description.abstractEducation reforms are a constant social and political activity. Teachers have received more training, classes are smaller, more students have textbooks and they are of better quality. Curricula have been revised in accord with developments in cognitive psychology and advances in science. Literacy rates have risen notably and the average level of education in the population has grown steadily. Despite the many reforms carried out, and despite objective evidence of improved access and inputs, criticisms of public education have grown more intense and extensive. Why have reforms become more common even as they are unsatisfying?
dc.format.extent37
dc.identifier.doihttp://dx.doi.org/10.18235/0011021
dc.identifier.urlhttps://publications.iadb.org/publications/english/document/Why-We-Should-End-Reforms-in-Education.pdf
dc.language.isoen
dc.mediumAdobe PDF
dc.publisherInter-American Development Bank
dc.subjectEducation
dc.subjectTeaching Effectiveness
dc.subjectPrimary and Secondary Education
dc.subject.keywordseducation reforms
dc.typeWorking Papers
idb.identifier.pubnumberWorking Papers
idb.operationRG-N2400
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