School inputs and learning outcomes in Mozambique : a quantitative analysis.

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dc.contributor.author Beltran, Lina Maria
dc.date.accessioned 2015-05-19T08:38:23Z
dc.date.available 2015-05-19T08:38:23Z
dc.date.issued 2015-05-19
dc.identifier.uri http://hdl.handle.net/10539/17801
dc.description.abstract Quality education has been a major challenge, especially in the least developed countries where resources are limited and expansion of educational services has hindered the quality agenda. This research aims to identify which inputs and external interventions have the most significant effect on learning outcomes in the first cycle of Primary Education in Mozambique. A quantitative analysis was carried out in 1167 schools, including government schools with interventions supported by five international or local non-government organizations and a control group of government schools receiving no additional support. The findings of the linear regressions for each of the sample groups point towards text books being the school input with the most meaningful impact on pass rates regardless of the intervention (or lack of it), while teaching/learning in local languages to be the intervention yielding the most meaningful results. en_ZA
dc.language.iso en en_ZA
dc.title School inputs and learning outcomes in Mozambique : a quantitative analysis. en_ZA
dc.type Thesis en_ZA


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