Improving Early‐grade Literacy in East Africa: Experimental Evidence From Kenya and Uganda

Lucas, Adrienne; McEwan, Patrick J.; Ngware, Moses; Oketch, Moses

doi:10.1002/pam.21782

Cited by 97 publications

(51 citation statements)

References 40 publications

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“…Table 4 summarizes mean effect sizes and p values for all 11 categories of treatments. The next largest means are for treatments that include teacher training (0.12), modify the size or composition of learning groups (0.12), or distribute (Banerjee et al, 2007;Friedman et al, 2010;Lucas, McEwan, Ngware, & Oketch, 2014). Class size reduction is often implemented in tandem with a contract teacher intervention (Bold et al, 2012;Duflo, Dupas, et al, 2012;Muralidharan & Sundararaman, 2010a), complicating efforts to isolate its effects.…”

Section: Instructional Treatmentsmentioning

confidence: 99%

Improving Learning in Primary Schools of Developing Countries

McEwan

2015

Review of Educational Research

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Section: Instructional Treatmentsmentioning

confidence: 99%

Improving Learning in Primary Schools of Developing Countries

McEwan

2015

Review of Educational Research

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351

218

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“…Many of the programmes emphasised the importance of teaching in the languages children speak at home, instead of the official language of the country. Notably, some of the programmes that had only small effects on learning were either designed or delivered in a national language, rather than the children's mother tongue (Kenya programme reported in He, Linden & MacLeod 2007;Spratt, King & Bulat 2013;Lucas et al 2014). For example, the Reading to Learn programme in Kenya included training for teachers, head teachers and school management committees, as well as instructional materials and stationery for creating visual aids.…”

Section: What Is the Evidence Base?mentioning

confidence: 99%

“…The materials were designed to be taught in the children's mother tongues. However, in reality, many teachers used English and even punished children who used the local language (Lucas et al 2014).…”

Section: What Is the Evidence Base?mentioning

confidence: 99%

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The impact of education programmes on learning and school participation in low- and middle-income countries

Snilstveit¹,

Stevenson²,

Menon³

et al. 2016

101

105

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About 3ieThe International Initiative for Impact Evaluation (3ie) is an international grant-making NGO promoting evidence-informed development policies and programmes. We are the global leader in funding, producing and synthesising high-quality evidence of what works, for whom, why and at what cost. We believe that high-quality, policy-relevant evidence will help make development more effective and improve people's lives. 3ie in-house systematic reviews 3ie in-house systematic reviews appraise and synthesise the available high-quality evidence on the effectiveness of social and economic development interventions in low-and middle-income countries. 3ie's specialists follow scientifically recognised methods in conducting these reviews. They are quality assured according to internationally accepted standards. They are peer reviewed by members of an expert advisory group and three anonymous external reviewers. 3ie is providing leadership in demonstrating rigorous and innovative review methodologies, such as using theory-based approaches suited to informing policy and programming in the dynamic and challenging contexts of low-and middle-income countries.About this systematic review summary report 3ie systematic review summary reports distil key analyses and present the findings and recommendations of a full systematic review for policymakers and programme managers. The impact of education programmes on learning and school participation in low-and middle-income countries is based on a full review, Interventions for improving learning outcomes and access to education in low-and middle-income countries: a systematic review, which is available on the 3ie website. The summary report was peer-reviewed internally and by members of the expert advisory group convened for the full review.

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“…Well-designed scaffolding programs are a generally a cost-effective approach to improving learning outcomes as they mitigate limited teacher subject knowledge and pedagogical skills. For example, Lucas, McEwan, Ngware, and Oketch (2014) show gains to student learning in Uganda from a randomized evaluation of the "Reading to Learn" curriculum, which takes a scaffolding approach to teaching literacy, and ongoing teacher support. Piper, Zuilkowski, and Mugenda (2014) use a randomized controlled trial in over 500 schools in Kenya to evaluate a scaffoldingstyle program of teacher training for early grade learning called PRIMR.…”

Section: The Need For Accountability Among Teachersmentioning

confidence: 99%

The Need for Accountability in Education in Developing Countries

Mbiti

2016

Journal of Economic Perspectives

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Despite the rapid growth in enrollment rates across the developing world, there are major concerns about the quality of education that children receive. Across numerous developing countries, recent learning assessments have revealed that children are not able to develop basic numeracy and literary skills. These low levels of learning are the result of a number of interrelated factors, many of which reflect the low levels of accountability across multiple levels of the education system. In this paper, I document the main education challenges facing developing countries, including the lack of accountability among teachers and school management. I also review recent literature that documents the effectiveness of interventions aimed at addressing these accountability issues. Finally, I assess the potential for the market to improve accountability in the education sector in developing countries.

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Improving Early‐grade Literacy in East Africa: Experimental Evidence From Kenya and Uganda

Abstract: Primary school enrollments have increased rapidly in sub-

Cited by 97 publications

References 40 publications

Improving Learning in Primary Schools of Developing Countries

Improving Learning in Primary Schools of Developing Countries

The impact of education programmes on learning and school participation in low- and middle-income countries

The Need for Accountability in Education in Developing Countries

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