![]() However, they persistently fail to produce learning for all (Pritchett, 2013 World Bank 2018). The World Bank estimates that 53 percent of children in low- and middle-income countries, and nearly 80 percent of children in low-income countries will reach the end of their primary schooling without being able to read a simple text (World Bank, n.d.). Education systems in the majority of low- and middle-income countries have become very successful at achieving schooling for all (or nearly all) children. The last 30 years have seen dramatic success in the expansion of schooling access and attainment for children around the world. This Framework can be a useful approach for characterising the key actors and interactions in the education system, thinking through how these interactions produce systems outcomes, and identifying ways to intervene that can shift the system towards better outcomes.The RISE Framework identifies four key relationships in an education system: politics, compact, management, and voice and choice and five features that can be used to describe these relationships: delegation, finance, information, support, and motivation.The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. Thinking through the feedback relationships that produce the education system can be challenging.Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. ![]() ![]() Many education systems in low- and middle-income countries are experiencing a learning crisis. ![]()
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