The schools had a custom-made structured pedagogy program and frequent monitoring and assessment of teachers and students. (no. School feeding delivers gains in both access and learning. Finally, there is some evidence of impact beyond literacy. A combination of training principals and teachers as well as mentoring for teachers and new instructional materials was effective in boosting literacy in Uganda but not in Kenya, potentially because the language of testing was different from the language used in instruction in Kenya, despite national policy (Lucas et al., 2014). 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Discussing girls education as a separate category can be problematic, since earlier sections covered studies that reported impacts on girls. All three interventions improved student learning, although the first two had the largest impacts. With work in over 40 African partner countries, GPE puts country voices at the center of its model by supporting ministries of education to develop strong policies building on inclusive consultation with local and international organizations. The Boko Haram Conflict and Food Insecurity: Does Resilience Capacity Matter? Also in Zambia, a phone-based literacy game provided to a few hundred randomly selected first-grade students boosted their spelling ability relative to a control group (Jere-Folotiya et al., 2014). We also encoded the choice of implementation partner (government agencies, non-government organisations, other partners or researchers only) and any cost-effectiveness data provided in the paper.
Teacher turnover is high in Africa, especially in low-performing schools (Zeitlin, this issue), making teacher retention a policy priority. Floods, droughts, fires, heat spells, and heavy rain can lead to destruction of school buildings, roads, and bridges; reduce access to sanitation and food supplies; and contribute to the spread of vector borne diseasesall of which can impact school attendance rates, performance outcomes, and dropout rates. (2020) report on four alternative programs to target instruction to students learning levels. Mother-tongue Instruction and Later Labor Market Outcomes: Evidence from a Natural Experiment in Ethiopia, The Impact of Learning First in Mother Tongue: Evidence from a Natural Experiment in Ethiopia. (, de Hoop T., Ring H., Siwach G., Dias P., Tembo G., Rothbard V., Toungui A. In Guinea-Bissau, a non-profit organisation randomly selected villages to provide 4-year primary schools to substitute for existing government education (Fazzio et al. Congratulations! First, we observe growing sophistication in evaluating education programs in Africa. Transfers to children and to parents performed comparably. Furthermore, the Burkina Faso program led young women to put off marriage and childbearing (Ingwersen et al., 2019) and the Benin program reduced tolerance of domestic violence (Deschnes and Hotte, 2019).
This is an area that needs significant attention and it is a gap in the USGs education work globally. School grants alone in the Gambia had no impact on student attendance or on learning outcomes, but in concert with management training, the program did boost attendance andin some communitieseven learning (Blimpo et al., 2015). In Kenya, using contracts that are renewable based on performance to hire teachers also boosted student learning (Duflo et al., 2015a); although an effort to scale up those contracts nationwide did not result in learning gains, potentially due to a combination of political opposition, reduced monitoring and delayed salaries (Bold et al., 2018). 2020). Testing multiple treatments is certainly not unprecedented in African countries, but it is growing more common.5 Second, we observe growth in evidence that previously was largely confined to other regions of the world, including early child development, mother tongue instruction and publicprivate partnerships. In Tanzania, free primary education increased access and had positive returns across sectors, even in the agricultural sector (Delesalle, 2019; Valente, 2019). For example, USAID funding has traditionally gone mainly to U.S.-based organizations that have deep technical expertise, excellent administrative capabilities, and sophisticated know-how on navigating USG procurement processes. Early evidence from Africa showed promising results in that setting as well (Davis et al., 2016). The organizations argue that if children do not master reading by age 10, they are unlikely to do so later in life. Median completion rates at both levels of education have been increasing at a roughly consistent rate between 2000 and 2015, between 1.2 (primary) and 1.1 (lower secondary) percentage points a year. Among targeted interventions not discussed earlier, providing negotiation training to secondary school girls in Zambiaincluding teaching them to advocate for their own educationimproved educational outcomes over the subsequent several years (Ashraf et al., 2020a). Finally, at least one study examines a home-based program to strengthen childrens emergent literacy skills before they even begin school. Started less than two decades ago by Kenneth Nnebue with frugal, straight to VHS films, Africas film industry is now giving Americas century-old film industry a run for its money. Distribution of the Studies by Targeting the Level and Class of Intervention. (2016a) compare conditional cash transfers for already enrolled and unenrolled adolescent girls in Malawi: they find enrollment gains for both groups and mixed effects on test scores. As evidence on inputsincluding education technology inputsgrows on the continent, its track record is decidedly mixed. Yet, access will likely not increase at a linear rate, given the increasing marginal cost of enroling the most difficult-to-reach children (the last mile challenge), leading these to be underestimates. This increased participation of local actors is not only important to enhance local ownership and sustainability of USG-funded projects, which is the main rationale in the strategy, but also to harness the creative ideas local organizations and communities can bring to solving some of their most pressing problems. This is a far cry from the $25 billion that was invested in secondary education in 2015. We grouped the studies according to common themes and interventions and present a narrative review of the findings. As Duflo (2017) writes, Our models give us very little theoretical guidance on what (and how) details will matter. But the growing array of evidence can guide us in the path forward. In Section 3, we summarise earlier evidence on how to expand access to and improve the quality of education on the continent. In 2010, I published a report titled Punching Below Its Weight: The U.S. Government Approach to Education in the Developing World. The title was in part in reference to the 13 USG agencies I found working on education in the developing world with very little coordination and collaboration. (, Ashraf, N., Bau, N., Low, C., and McGinn, K. (, Ashraf, N., Bau, N., Nunn, N., and Voena, A. Improving Early-Grade Literacy in East Africa: Experimental Evidence from Kenya and Uganda, Journal of Policy Analysis and Management, Promoting Young Kenyans Growth in Literacy with Educational Technology: A Tale of Two Years of Implementation, Preschool and child development under extreme poverty: Evidence from a randomized experiment in rural Mozambique. Center for Global Development Working Paper No. (2015) found that unconditional transfers labelled as education support in Morocco increased both school participation and parent views of the value of education investments; adding explicit conditions and targeting a particular parent (mothers versus fathers) had no additional impact. The Gambian program also had no clear impact on student test scores (Pugatch and Schroeder, 2018). In Cte dIvoire, providing twice-a-week text messages to either parents or teachers reduced dropout by between 2 and 2.5 percentage points (about 50% of the dropout rate in control schools). In 2021, NollywoodAfricas Hollywoodwas the second most prolific film industry in the world. New studies are exploring the nuances of how to implement these programs. The report offers recommendations to African policymakers for a more equitable education system that is in tune with the demands of the century. Instead what is needed is a reinvention of secondary education itself. The Global Partnership for Education (GPE) is the largest global fund dedicated to improving education primarily in low-income countries. Also in Kenya, Zuilkowski et al. Since then, several studies have come out, most of which examine the impact of access to early child education (Appendix Table 13). Martinez et al. Most technology-based learning programs require students to have a certain level of basic literacy. These publicprivate partnerships often seek to leverage the physical and human capital of private schools to increase access and learning. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (. We raise our glasses to the next thirty years. (2019)with a simple cross-sectional regression approach and the selection challenges that entailsfind a significant, positive correlation between kindergarten attendance and later numeracy skill in South Africa, even when controlling for other current skills (language and executive function). Abrami, P. C., Wade, C. A., Lysenko, L., Marsh, J., and Gioko, A. It seems like it was yesterday when Education Africa first made its forays into the fabric of the countrys poor communities with a strong resolve to improve their fortunes. One exception is the X-prize winners onebillion and KitKit School that have helped young children build literacy and numeracy skills starting from zero via solar powered tablets. Lacking access to time travel technology, Evans and Popova (2016b) actually review an earlier version of the work of Conn (2014) but the results of Conns analysis do not change across the two versions. In terms of scale, 27 of our 145 studies evaluate national reform policies. Her written testimony on improving access to quality public education in Africa follows.
