There is a crisis in education: while children are attending schools, they are not necessarily learning. Only half of education interventions in low and middle-income countries were found to have an impact on learning outcomes (Lee, 2021). Without significant improvements in learning (e.g. proficiency in reading and maths), children will be denied basic skills, posing a grave threat on their future to lead productive lives and enhance an economy’s human capital formation. To address this, there is a need to create innovative funding models where learning outcomes are incentivised and given priority over inputs and activities that do not link to outcomes.
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