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• W4244479969 abstract "No AccessOct 2019ConclusionAuthors/Editors: Safaa El Tayeb El-Kogali, Caroline KrafftSafaa El Tayeb El-KogaliSearch for more papers by this author, Caroline KrafftSearch for more papers by this authorhttps://doi.org/10.1596/978-1-4648-1234-7_ch15AboutView ChaptersFull TextPDF (1.5 MB) ToolsAdd to favoritesDownload CitationsTrack Citations ShareFacebookTwitterLinked In Abstract: Offers some key lessons for policy reforms that the Middle East and North Africa (MENA) countries can adopt and adapt to their specific conditions in order to achieve the potential of education. Understanding countries’ education investments, learning process, measurement of learning, and roles played by stakeholders remains a critical first step to achieving the potential of education. The process of education proves not only technical but also political, cultural, and social. Recognizing the multidimensional nature of education helps to identify the stakeholders and tensions that constrain learning at the society, school, and classroom levels. No solution fits all; implementing a reform will not achieve the same results across all contexts. For education reforms to prove successful, they must remain coherent with other system elements. The success of reforms also depends on their design, introduction, approval, and implementation. Education cannot do it alone; it remains everyone’s responsibility. ReferencesBausch, Jonas, Paul Dyer, Drew Gardiner, Jochen Kluve, and Sonja Kovacevic. 2017. “The Impact of Skills Training on the Financial Behaviour, Employability, and Educational Choices of Rural Young People: Findings from a Randomized Controlled Trial in Morocco.” Impact Report 6, International Labour Organization, Geneva. 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CrossrefGoogle ScholarLai, Kwok-Wing, Ferial Khaddage, and Gerald Knezek. 2013. “Blending Student Technology Experiences in Formal and Informal Learning.” Journal of Computer Assisted Learning 29 (5): 414–25. CrossrefGoogle ScholarMcEwan, Patrick J 2015. “Improving Learning in Primary Schools of Developing Countries: A Meta-Analysis of Randomized Experiments.” Review of Educational Research 85 (3): 353–94. CrossrefGoogle ScholarMorgan, Hani. 2014. “The Education System in Finland: A Success Story Other Countries Can Emulate.” Childhood Education 90 (6): 453–57. CrossrefGoogle ScholarMorgan, Hani. 2016. “Lessons from the World’s Most Successful Nations in International Testing.” Multicultural Education 24 (1): 56–60. Google ScholarRodrik, Dani. 2008. “Second-Best Institutions.” American Economic Review 98 (2): 100–04. CrossrefGoogle ScholarTemple, Judy A and Arthur J Reynolds. 2007. “Benefits and Costs of Investments in Preschool Education: Evidence from the Child-Parent Centers and Related Programs.” Economics of Education Review 26 (1): 126–44. CrossrefGoogle ScholarWorld Bank. 2008. The Road Not Traveled: Education Reform in the Middle East and North Africa. MENA Development Report. Washington, DC: World Bank. Google Scholar Previous chapterNext chapter FiguresreferencesRecommendeddetails View Published: October 2019ISBN: 978-1-4648-1234-7e-ISBN: 978-1-4648-1235-4 Copyright & Permissions Related RegionsMiddle East and North AfricaRelated CountriesFinlandKorea, Republic ofRelated TopicsEducation KeywordsEDUCATION REFORMEDUCATIONAL OUTCOMESRETURNS TO EDUCATIONQUALITY OF EDUCATIONSCHOOL ADMINISTRATION PDF DownloadLoading ..." @default.
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