Improving children's learning and school participation in developing countries: what works?

3ie-World Bank’s Independent Evaluation Group (IEG) Joint Seminar: Improving children's learning and school participation in developing countries: what works?

3 November, Washington, DC

Speaker: Emmanuel Jimenez, executive director, 3ie
Venue: MC 2-800, The World Bank, 1818 H Street, NW Washington DC 20433 
Time: 1pm to 2.30pm 
 

Emmanuel  Jimenez, executive director of 3ie, presented the findings from the comprehensive systematic review on education effectiveness at the seminar hosted by the World Bank's Independent Evaluation Group (IEG). After the opening remarks by Caroline Heider, the IEG Director General, on the importance of the education sector in the development world, Manny spoke about how the report addressed the challenges faced in reaching the education Sustainable Development Goal. Manny also spoke about the challenges faced in the review. For instance, the report includes an important number of studies for few outcomes, but the effects of many interventions remain unknown. Furthermore, there are few studies in countries with large populations, limiting the understanding of a broader range of contexts. He stressed on how addressing multiple barriers and tailored interventions to the local context are crucial in the success of an intervention. 

Following the presentation by Manny, Marie Gaarder (IEG) led a panel discussion that included Marcia Davidson (USAID), Justin Sandefur (Center for Global Development),Deon Filmer (World Bank) and Jean-Marc Bernard (Global Partnership for Education). They discussed the surprising findings in the report, the necessary changes to improve education interventions and the challenges. All panellists expressed surprise that structured pedagogy consistently showed positive effects on learning outcomes. Hence, they had a range of questions from the types of those successful interventions to the average effect analysis.The panelists also suggested that the education programmes should adopt a more flexible approach and integrate a learning component. They also voiced the need to implement and evaluate education interventions based on a system approach. 

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