7
The report has three main segments: first section is conceptual discussions on education quality
with reference to key global policy initiatives. This discussion also takes into account the
relationships between school participation, student learning and poverty and between parental
education and children’s literacy and numeracy skills. Section 3 answers questions 1 -3 above
and is based on a comprehensive review of the international literature as well as primary data
analysis.
In the second part, secondary data on school participation and student achievement is compiled
and analyzed for OIC member states to describe in detail the general state of education quality
in OIC countries. This information was combined with indicators of economic development and
public spending in order to generate knowledge on the relationship between development and
educational outcomes. Furthermore, international and regional policy documents were
consulted to understand the state of global policies regarding education quality in OIC countries.
Finally, the study presents in-depth case studies of 4 OIC countries: Pakistan, Malaysia, Jordan
and Nigeria. These countries represent different geographic regions and level of educational
development. For each of these countries, a statistical analysis of the determinants of learning
outcomes is presented. In some instances, this also includes a statistical analysis of the
intergenerational transmission of educational capital. For each of these four countries, Key
stakeholder interviews and a comprehensive review of the secondary literature on the
correlates of student learning were also conducted. Attention has been given to key drivers of
learning outcomes such as household poverty.
Main policy recommendations are presented in the 4 part. Throughout the report the focus is on
learning outcomes among children in secondary grades, as most student assessments are at the
secondary level. School completion and literacy levels are also reviewed as data on these
indicators are widely available.