TY - JOUR TI - The effect of free primary education policy on late school entry in urban primary schools in Kenya AU - Ngware, Moses W. AU - Oketch, Moses AU - Ezeh, Alex C. AU - Mutisya, Maurice T2 - International Review of Education DA - 2013/10// PY - 2013 DO - 10.1007/s11159-013-9389-6 DP - DOI.org (Crossref) VL - 59 IS - 5 SP - 603 EP - 625 J2 - Int Rev Educ LA - en SN - 0020-8566, 1573-0638 UR - http://link.springer.com/10.1007/s11159-013-9389-6 Y2 - 2023/08/16/11:28:20 ER - TY - JOUR TI - Improving Early-Grade Literacy in East Africa: Experimental Evidence from Kenya and Uganda AU - Lucas, Adrienne M. AU - McEwan, Patrick J. AU - Ngware, Moses AU - Oketch, Moses T2 - Journal of Policy Analysis and Management AB - 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. DA - 2014/// PY - 2014 DO - 10.1002/pam.21782 DP - Wiley Online Library VL - 33 IS - 4 SP - 950 EP - 976 LA - en SN - 1520-6688 ST - Improving Early-Grade Literacy in East Africa UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/pam.21782 Y2 - 2020/05/19/12:12:32 ER - TY - RPRT TI - Impact evaluation of Tayari school readiness program in Kenya AU - Ngware, Moses AU - Hungi, Njora AU - Wekulo, Patricia AU - Mutisya, Maurice AU - Njagi, Joan AU - Muhia, Nelson AU - Wambiya, Elvis AU - Donfouet, Hermann AU - Gathoni, Grace AU - Mambe, Shem DA - 2018/12// PY - 2018 PB - APHRC UR - https://aphrc.org/wp-content/uploads/2019/07/Impact_Evaluation_ECDE_Tayari-long-report.pdf Y2 - 2021/12/06/12:57:04 ER - TY - RPRT TI - EdTech and the COVID-19 response: A case study of Kenya AU - Ngware, Moses AU - Ochieng, Vollan DA - 2020/11// PY - 2020 M3 - Case Study PB - EdTech Hub KW - Kenya KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER -