Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606733
Title: The impact of school development grants on student dropout, attendance and attainment with reference to Kosovo
Author: Tafarshiku, Nora
Awarding Body: Staffordshire University
Current Institution: Staffordshire University
Date of Award: 2013
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Abstract:
The post-conflict nature of the Kosovo society and economy led to an urgent need to address educational policy, specifically to raise the quality of the reconstituted formal schooling system. To address this priority major foreign aid and government subsidies were targeted at both the demand (students) and supply (school) side. One of the major contributors, the World Bank, aimed to improve the supply side by allocating development grants to schools in order to improve student performance. In this thesis the following four research questions are addressed: how appropriate are current evaluation strategies of education policy initiatives in developing countries, what has been the impact of school development grants on student dropout, attendance and student attainment, what are determinants of pupil dropout, attendance and attainment and what are the implications of the answers to the above questions for the reform of education policies in developing economies and the evaluation of policy initiatives. This is the first study that critically reviews previous attempts at evaluating educational initiatives in Kosovo and then employs econometric methods to measure the impact of school development grants on educational outcomes. A quasi experimental approach is utilised and comparisons made between schools with treatment and schools without treatment. A similar study for Cambodia serves as a reference for our research, though we have extensively refined the approach taken in that study. The empirical evidence presented in this thesis suggests at best only a marginal positive impact of these policy initiatives on educational outcomes. More specifically there is some evidence of reduced dropout but no effect is found on student attendance and attainment. These findings are consistent with the results of recent reviews of the literature on this type of policy initiative. This study seeks to act as an example of best practice which can be followed in future evaluations of policy initiatives in countries like Kosovo. It draws important conclusions about the need at the policy design stage to formulate appropriate evaluation strategy and to address related issues about data quality, collection and analysis.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.606733  DOI: Not available
Keywords: L300 Sociology ; L400 Social Policy ; L700 Human and Social Geography ; L900 Others in Social studies ; X300 Academic studies in Education
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