This systematic review by Snilstveit and colleagues examines the evidence on the effects of interventions to improve school participation and learning outcomes. It also identifies process, implementation and contextual factors explaining intervention success and failure. The authors find that programmes typically improve either school participation or learning outcomes, but not both. Cash transfer programmes have the largest and most consistent positive effects on school participation outcomes, but they do not typically improve learning outcomes. Structured pedagogy has the largest and most consistent positive effects on learning outcomes. Studies that measure participation outcomes do not suggest positive effects on learning. The authors identify a range of other promising interventions, including community-based monitoring, low-cost private schools, new schools and infrastructure, school feeding, merit-based scholarships, extra time in school and remedial education.
The authors of this systematic review assess the effects of gender-specific and transformative interventions on women’s empowerment and gender equality in fragile and conflict-affected states and their contribution to building peaceful and inclusive societies.
In this review, Sonnenfeld and colleagues synthesise evidence on programmes that promote intergroup social cohesion as a means of supporting sustainable peace in fragile communities in low- and middle-income countries.
In this review, Moore and colleagues synthesise available evidence on the effectiveness of electricity interventions on socio-economic outcomes for households, firms and communities in low- and middle- income countries.
This review by Snilsveit and colleagues examines evidence from 18 economic incentives-based payment for environmental services programmes to understand the effectiveness on environmental and socio-economic outcomes.