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dc.contributor.authorMawoyo, Monica
dc.contributor.authorVally, Zaahedah
dc.contributor.editorPanda, Santosh
dc.coverage.spatialAfricaen_US
dc.date.accessioned2020-11-24T20:07:48Z
dc.date.available2020-11-24T20:07:48Z
dc.date.issued2020-11-20
dc.identifier.issn2311-1550
dc.identifier.urihttp://hdl.handle.net/11599/3705
dc.description.abstractFifty-three percent of Grade 4 learners cannot read for meaning in low- and middle-income countries despite an investment of between 33-49% of education expenditure on primary education. Teaching children to read in the early grades is fundamental to building resilient education systems, as the ability to read early in life is a great predictor for education success, and will minimise learning loss during education emergencies similar to COVID-19 school closures, for children who can read for meaning can carry on learning outside of school buildings. Further, the predicted financing gaps in the next few years, as a result of COVID-19, will require governments to utilise limited financial resources effectively and efficiently by implementing literacy programmes proven to be impactful, using financial instruments like outcomes-based contracting that can mobilise and coordinate non-traditional educational finance and incentivise service providers to improve results by paying for achievement of agreed outcomes.en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesJournal of Learning for Development;Vol 7; No 3
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.source.urihttps://jl4d.org/index.php/ejl4d/article/view/468en_US
dc.subjectLiteracyen_US
dc.subjectPrimary Educationen_US
dc.subjectDeveloping Worlden_US
dc.titleImproving Education Outcomes in Low- and Middle-Income Countries: Outcomes-Based Contracting and Early Grade Literacyen_US
dc.typeArticleen_US
dc.coverage.placeNameSouth Africaen_US


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