There have been many initiatives to improve education outcomes in South Asia. Still, outcomes remain stubbornly resistant to improvements, at least when considered across the region. To collect and synthesize the insights about what actually works to improve learning and other education outcomes, this paper conducts a systematic review and meta-analysis of 29 education-focused impact evaluations from South Asia, establishing a standard that includes randomized control trials and quasi-experimental designs. It finds that while there are impacts from interventions that seek to increase the demand for education in households and communities, those targeting teachers or schools and thus the supply-side of the education sector are generally much more adept at improving learning outcomes. In addition, interventions that provide different actors with resources and those that incentivize behavioral changes show moderate but statistically significant impacts on student learning. A mix of input- and incentive-oriented interventions tailored to the specific conditions on the ground appears most promising for fostering education outcomes in South Asia.

中文翻译：

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改善南亚的学习成果：十年影响评估的发现

在南亚，有许多举措可以改善教育成果。尽管如此，结果仍然顽固地抵制改善，至少在整个地区都如此。为了收集和综合有关什么对改善学习和其他教育成果的实际作用的见解，本文对来自南亚的29项以教育为重点的影响评估进行了系统的回顾和荟萃分析，建立了包括随机对照试验和准研究在内的标准。实验设计。它发现，尽管试图增加家庭和社区对教育的需求的干预措施产生了影响，但针对教师或学校的干预措施，因此教育部门的供应方通常更擅长改善学习成果。此外，为不同行为者提供资源的干预措施和激励行为改变的干预措施对学生的学习表现出中等但具有统计学意义的影响。针对当地的具体情况而制定的以投入和激励为导向的干预措施的组合看来最有希望促进南亚的教育成果。