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Large-scale data gathering: Exploring World Bank’s influence on national learning assessments in LMICs

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  • Hossain, Mobarak

Abstract

Over the last three decades, there has been a significant focus on collecting and utilizing extensive data to enhance governance in the education sector of low- and middle-income countries (LMICs), primarily through the Education Management Information System (EMIS). However, the potential consequences of EMIS on national data-gathering efforts to assess educational quality and learning outcomes remain relatively unknown. In this paper, I analyze the relationship between EMIS activities or projects by the World Bank (WB), a prominent advocate for such initiatives, and national learning assessments in 144 countries. I find that each such project by the WB increases the likelihood of conducting an additional national assessment, consistently observed across different model specifications. As the movement towards evidence-based policymaking gains momentum, large-scale data gathering has become a common practice in many LMICs. I argue that EMIS initiatives may have prompted countries not only to collect basic statistics, such as the number of students and teachers, but also more resource-intensive data by assessing students’ learning outcomes. Nonetheless, the extent to which data is integrated into policymaking and countries’ capacity for such usage remain inadequately explored. The paper concludes by highlighting potential issues related to data collection and utilization, and providing policy-relevant suggestions.

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  • Hossain, Mobarak, 2023. "Large-scale data gathering: Exploring World Bank’s influence on national learning assessments in LMICs," International Journal of Educational Development, Elsevier, vol. 102(C).
  • Handle: RePEc:eee:injoed:v:102:y:2023:i:c:s0738059323001530
    DOI: 10.1016/j.ijedudev.2023.102877
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    References listed on IDEAS

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    1. Husein Abdul-Hamid & Diana Mayrhofer & Namrata Saraogi, 2017. "Republic of Haiti Education Management Information Systems," World Bank Publications - Reports 30520, The World Bank Group.
    2. Oketch, Moses & Rolleston, Caine & Rossiter, Jack, 2021. "Diagnosing the learning crisis: What can value-added analysis contribute?," International Journal of Educational Development, Elsevier, vol. 87(C).
    3. Lant Pritchett & Martina Viarengo, 2023. "The Learning Crisis of Developing Country Elites: Lessons from PISA-D," The World Bank Economic Review, World Bank, vol. 37(2), pages 177-204.
    4. Radhika Iyengar & Angelique R. Mahal & Liya Aklilu & Annika Sweetland & Alia Karim & HaeIn Shin & Balaraba Aliyu & Ji Eun Park & Vijay Modi & Matt Berg & Prabhas Pokharel, 2016. "The Use of Technology for Large-scale Education Planning and Decision-making," Information Technology for Development, Taylor & Francis Journals, vol. 22(3), pages 525-538, July.
    5. Schweisfurth, Michele, 2023. "Disaster didacticism: Pedagogical interventions and the ‘learning crisis’," International Journal of Educational Development, Elsevier, vol. 96(C).
    6. Behague, Dominique & Tawiah, Charlotte & Rosato, Mikey & Some, Télésphore & Morrison, Joanna, 2009. "Evidence-based policy-making: The implications of globally-applicable research for context-specific problem-solving in developing countries," Social Science & Medicine, Elsevier, vol. 69(10), pages 1539-1546, November.
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    Cited by:

    1. Hossain, Mobarak, 2024. "The mismatch between World Bank actions and the decentralization of educational systems in LMICs," LSE Research Online Documents on Economics 121963, London School of Economics and Political Science, LSE Library.

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