Education

According to the United Nations’s estimates, 103 million youth worldwide lack basic literacy skills, and more than 60 per cent of them are women. The UN’s Sustainable Development Goal for education therefore emphasises the importance of equitable access to quality education for improving students’ learning outcomes. These goals have ambitious targets to ensure that all students acquire the knowledge and skills needed to promote sustainable development by 2030. To achieve this, a lot more than additional funding is required. Resources need to be directed to education programmes and policies that we know work.
Liang Qiang, World Bank

3ie supports impact evaluations, systematic reviews and evidence gap maps on education effectiveness that help answer the questions of what works, for whom, why and at what cost. 3ie has supported studies on a variety of education interventions aimed at improving outcomes related to student learning, teacher performance, and functional and effective education systems.

Impacts on learning and school participation

srs7In 2016, 3ie published the most comprehensive systematic review conducted to date on education effectiveness. The authors examined the impact of 216 education programmes in 52 L&MICs. They synthesised evidence on the effects of 21 different types of education interventions on children’s school enrolment, attendance, completion and learning. The review showed that most education programmes typically improve either school participation or learning outcomes; they rarely improve both. To improve learning outcomes, programmes need to concurrently address the multiple barriers to quality education. The evidence and recommendations from this review continue to inform global and national policy dialogues on education in countries such as Uganda, Nepal and Ghana. Evidence from the systematic review has been cited in several important publications, including The Learning Generation: Investing in education for a changing world report produced by the International Commission on Financing Global Education Opportunity and the World Bank’s World Development Report 2018: Learning to realize education’s promise.

From the perspective of a country like Peru, which has a huge challenge of making education a real pathway for prosperity for all its citizens, 3ie’s systematic review and its summary report offer critical insights on the effectiveness of structured pedagogic programmes, additional instructional time, remedial education and community engagement. I am sure it will be extremely useful for all government actors, researchers and programme implementers throughout the world
- Jaime Saavedra, former minister of education, Peru, and currently senior director and head of the global practice of education, World Bank.

 

Related content

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srs7

The impact of education programmes on learning and school participation in low- and middle-income countries

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Around 250 million children in low-and middle-income countries (L&MICs) cannot read, write or do basic maths. A range of different education interventions have been implemented to resolve what is being seen as a learning crisis. But do these interventions work?

The state of evidence on the impact of transferable skills programming on youth in low- and middle-income countries

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Scoping report 3ie 2015

Young people make up the majority of the world’s population, and the majority of those young people are in the developing world (USAID 2012).

Estimating the effects of a low-cost early stimulation and parenting education programme in Mexico

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In Mexico, a range of programmes focus on early childhood development. This impact evaluation examined the Programa Educación Inicial (Early Education Programme) in Mexico.

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Improving the health of school-aged children can yield substantial benefits for cognitive development and educational achievement.

IEb17

Ready for School

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In Mozambique, only 4 out of 100 children go to preschool and very few programmes are available in rural areas where poverty is more acute. Existing evidence shows that investment in education early in life gives children a head start, and has effects on their immediate well-being and future prospects.

3ie Impact Evaluation Report 16

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While significant progress has been made in low- and middle-income countries towards the enrollment of children in schools, it has not led to an equivalent increase in their learning.

IEb15

Conditional cash transfer programmes: A magic bullet to improve people's health and education?

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Conditional Cash Transfer (CCTs) programmes provide cash to poor households who meet certain health and education conditions such as regular school attendance and health check-ups for children at the clinic.

IEb14

Subsidising Education: Are school vouchers the solution?

Impact evaluation 3ie 2010
Good quality education is out of reach for many poor people, due to its high costs. Governments try to make it more accessible by subsidising it. School vouchers provide one means subsidise education. Vouchers allow students to expand their school choice, including attending private schools, potentially providing “better quality” education.

IEb13

Education for all: How to pass the 2015 grade?

Impact evaluation 3ie 2010
Conditional cash transfers, exemption of school fees and school feeding programmes have generally been found to have a positive impact on primary school enrolment rates. But these programmes have had a limited and a varied effect in different contexts on keeping children in education.

There are no systematic reviews
There are no evidence gap maps
There are no replication studies
There is no related content.