Engaging parents in their children’s education via text messages has been shown to be effective at increasing children’s attendance in school and improving grades in Brazil, but it’s unclear whether this model could be adapted to poorer countries where teacher absenteeism is high and many parents are illiterate. This randomized evaluation tests two versions of this model, using text and audio messages for parents either with or without messages to teachers in Côte d‘Ivoire.
Evidence suggests that pay-for-performance (P4P) contracts can elicit greater effort from civil servants when designed well, but does advertising performance pay affect who applies for these public sector jobs?
In sub-Saharan Africa, where youth unemployment rates are very high, teaching students the skills required to be successful entrepreneurs or to compete in the formal labor market has the potential to reduce youth unemployment, drive economic growth, and reduce poverty. Whether such skills – particularly soft skills – can be taught, however, is an open question. In Uganda, researchers partnered with Educate!
In Sub-Saharan Africa, wage job opportunities are limited, and a vast majority of young people are engaged in low-productive work. Many governments support formal apprenticeship programs to help youth find suitable employment, but there is limited evidence on the direct and indirect effects of these public interventions.
Improving education quality in low-income countries is a top priority for the global human development agenda, with governments and donors spending over a hundred billion dollars annually on education. Researchers evaluated the impact of providing schools with an unconditional cash grant, a teacher incentive program, or both on student learning. The cash grant had no impact on student learning, while the teacher incentive program had mixed results.
Youth unemployment and underemployment are pressing policy challenges in Sub-Saharan Africa and job-training programs have not proven to be effective (or cost-effective) at improving youth labor market outcomes. In Ghana, researchers conducted a randomized evaluation to estimate the impact of a government program that placed young people in traditional apprenticeships and matched them with training providers.
Previous evidence suggests that providing bicycles to school girls reduced the gender gap in school enrollment in India, but little has been known about the impact of bicycle distribution programs in sub-Saharan Africa and whether such programs can increase girls’ empowerment. In rural Zambia, researchers partnered with World Bicycle Relief (WBR) to evaluate the impact of bicycle access on girls’ educational and empowerment outcomes.
One reason children from disadvantaged backgrounds receive less schooling and join the labor force at younger ages with fewer skills may be that they and their families lack crucial information needed to make the right long run investment decisions regarding their human capital. In Peru, IPA and J-PAL worked with researchers and the Ministry of Education to evaluate at scale two low-cost ways of providing relevant information to help students and their families make more informed decisions.
Though Zambia has made significant progress in increasing access to education, allocation of resources within the system remains a challenge. This study describes the distribution of teachers across public primary schools in Zambia, examines the underlying administrative challenges and geographic factors linked to the allocation of teachers, and offers policy recommendations in order to create a more equitable teacher distribution, which may also be more efficient.
Programs that allow citizens to contact their government representatives may help to improve the delivery of basic services, such as resources in schools and health clinics, in low-income countries. However, citizen participation in these programs is often low.
Intestinal helminths—including hookworm, roundworm, whipworm, and schistosomiasis—infect more than one in four people worldwide. Researchers evaluated the short-run impacts of a mass school-based deworming program in western Kenya, and found that deworming substantially improved health and school participation of treated children, as well as of untreated children in treatment schools and children in neighboring schools.
Basic “pre-math” skills in young children have been shown to be important for developing later mathematics competency.1 In Costa Rica, researchers are evaluating the impact of a technology-based preschool math and coding program on the math and programming skills of preschool-aged children.
Basic “pre-math” skills in young children have been shown to be important for developing later mathematics competency. In Panama, math scores are lower than other Latin American countries and there are large performance gaps between indigenous and non-indigenous areas. Researchers are evaluating the impact of bilingual and intercultural preschool math curricula on the math skills of preschool-aged children.
Ghana, like many countries in sub-Saharan Africa, has greatly expanded access to primary school in the last two decades, but very few children meet academic standards for their grade.
Around the world, studies show that children’s health and cognitive development tend to be higher when parents have more education. However, it is unclear whether education itself causes improved child health, or if other factors account for this relationship.