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dc.contributor.authorFieldsend, Astrid
dc.date.accessioned2021-07-01T11:47:24Z
dc.date.available2021-07-01T11:47:24Z
dc.date.issued2021-05
dc.identifier.citationFieldsend, A. (2021). Evidence on the effect of equitable quality education on open society. K4D Helpdesk Report. Brighton, UK: Institute of Development Studies. DOI: 10.19088/K4D.2021.094en
dc.identifier.urihttps://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16723
dc.description.abstractThe purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.en
dc.description.sponsorshipFCDO (Foreign, Commonwealth and Development Office)en
dc.language.isoenen
dc.publisherInstitute of Development Studiesen
dc.relation.ispartofseriesK4D Helpdesk Report;1011
dc.rights.urihttps://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/en
dc.subjectDevelopment Policyen
dc.subjectEducationen
dc.subjectGovernanceen
dc.subjectRightsen
dc.titleEvidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’en
dc.typeHelpdesken
dc.rights.holder© Crown copyright 2021en
dc.identifier.doi10.19088/K4D.2021.094
dcterms.dateAccepted2021-05
rioxxterms.funderDefault funderen
rioxxterms.identifier.projectDefault projecten
rioxxterms.versionVoRen
rioxxterms.versionofrecord10.19088/K4D.2021.094en
rioxxterms.funder.project9ce4e4dc-26e9-4d78-96e9-15e4dcac0642en


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  • K4D [765]
    K4D supports learning and the use of evidence to improve the impact of development policy and programmes. The programme is designed to assist the Foreign, Commonwealth and Development Office (FCDO) and other partners to be innovative and responsive to rapidly changing and complex development challenges.

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