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2023 Cost-effective Approaches to Improve Global Learning - What does Recent Evidence Tell Us are “Smart Buys” for Improving Learning in Low- and Middle-income Countries? (English)
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Given the dearth of research on early numeracy interventions in low- and middle-income countries, this paper presents the instructional methodology and impact results of the Tayari program. Tayari is a preprimary intervention in Kenya (2014–2019) that prepares children aged four and five for entry into primary school through materials for students, training for teachers, and continuous in-classroom support. Evidence points to the long-term benefits of developing an early foundation in...
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Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in...
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Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional...
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We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the...
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Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in...
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Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in...
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Several rigorously evaluated programs have recently shown positive effects on early literacy and numeracy outcomes in developing countries. However, these programs have not been designed to evaluate which ingredients of the interventions are most essential to improve literacy outcomes. Policy makers therefore lack evidence as to whether program ingredients such as teacher professional development (PD), instructional coaching, learner materials, teachers’ guides, community support, or...
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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant...
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Previous large-scale education technology interventions have shown only modest results. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed a national tablets program. The program provides tablets to each of more than 1200 instructional coaches in the country and includes a national database of classroom quality,...
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Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading...
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Previous large-scale education technology interventions have shown only modest results. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed a national tablets program. The program provides tablets to each of more than 1200 instructional coaches in the country and includes a national database of classroom quality,...
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Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200...
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Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200...
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Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited. A randomized controlled trial of MT literacy instruction was implemented in 2013 and 2014 as part of the Primary Math and Reading (PRIMR) Initiative in Kenya. We compare the effect of two treatment groups—the base PRIMR program teaching literacy in English and Kiswahili and the PRIMR-MT program, which taught literacy in English, Kiswahili, and mother tongue—in two...
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