Conclusion

Abstract

This book uses empirical analysis of grade repetition, private primary schools, and school fees in a single sample of Ugandan primary schools in order to examine the association between access to education and education quality. This concluding chapter reviews the results of this empirical research and advances the conclusion that there does not have to be a trade-off between efforts to improve access to education and efforts to improve education quality: there can be a positive association between the two. This finding can be used to inform how the Global Learning Crisis is defined and addressed. In addition, it can be seen as an example of research on complexity. This chapter emphasizes the importance of viewing primary education as a complex adaptive system, and offers some insights into education systems and complexity.