@techreport{ngware_edtech_2020, type = {Case {Study}}, title = {{EdTech} and the {COVID}-19 response: {A} case study of {Kenya}}, institution = {EdTech Hub}, author = {Ngware, Moses and Ochieng, Vollan}, month = nov, year = {2020}, doi = {10.5281/zenodo.4706019}, note = {ZenodoArchiveID: 4706019 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706019 2339240:D85SY35R 2405685:SMLIMS2X}, keywords = {Kenya, \_DOILIVE, \_EdTechHub\_Output, \_MELA\_seen, \_cover:v2, \_zenodo:submitted, \_zenodoETH}, } @techreport{ngware_impact_2018, title = {Impact evaluation of {Tayari} school readiness program in {Kenya}}, url = {https://aphrc.org/wp-content/uploads/2019/07/Impact_Evaluation_ECDE_Tayari-long-report.pdf}, urldate = {2021-12-06}, institution = {APHRC}, author = {Ngware, Moses and Hungi, Njora and Wekulo, Patricia and Mutisya, Maurice and Njagi, Joan and Muhia, Nelson and Wambiya, Elvis and Donfouet, Hermann and Gathoni, Grace and Mambe, Shem}, month = dec, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:547KU8IY 2405685:ZPLJMSX2}, } @article{ngware_effect_2013, title = {The effect of free primary education policy on late school entry in urban primary schools in {Kenya}}, volume = {59}, issn = {0020-8566, 1573-0638}, url = {http://link.springer.com/10.1007/s11159-013-9389-6}, doi = {10.1007/s11159-013-9389-6}, language = {en}, number = {5}, urldate = {2023-08-16}, journal = {International Review of Education}, author = {Ngware, Moses W. and Oketch, Moses and Ezeh, Alex C. and Mutisya, Maurice}, month = oct, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-013-9389-6 2405685:JH6YHV6A}, pages = {603--625}, } @article{lucas_improving_2014, title = {Improving {Early}-{Grade} {Literacy} in {East} {Africa}: {Experimental} {Evidence} from {Kenya} and {Uganda}}, volume = {33}, issn = {1520-6688}, shorttitle = {Improving {Early}-{Grade} {Literacy} in {East} {Africa}}, url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/pam.21782}, doi = {10.1002/pam.21782}, abstract = {Primary school enrollments have increased rapidly in sub-Saharan Africa, spurring concerns about low levels of learning. We analyze field experiments in Kenya and Uganda that assessed whether the Reading to Learn intervention, implemented by the Aga Khan Foundation in both countries, improved early-grade literacy as measured by common assessments. We find that Ugandan literacy (in Lango) increased by 0.2 standard deviations. We find a smaller effect (0.08) on a Swahili literacy test in Kenya. We find no evidence that differential effects are explained by baseline differences across countries in student test scores, classroom attributes, or implementation fidelity. A plausible explanation that cannot be directly tested is differential effective exposure to the literacy treatment in the tested languages. Students in Kenya were tested in Swahili, which is not necessarily the main language of instruction in primary schools, despite official policy.}, language = {en}, number = {4}, urldate = {2020-05-19}, journal = {Journal of Policy Analysis and Management}, author = {Lucas, Adrienne M. and McEwan, Patrick J. and Ngware, Moses and Oketch, Moses}, year = {2014}, note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/pam.21782 shortDOI: 10/gf7gt2 KerkoCite.ItemAlsoKnownAs: 10.1002/pam.21782 10/gf7gt2 2405685:6XBY922E}, pages = {950--976}, }