How much can we remedy very low learning levels in rural parts of low-income countries? Impact and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in the Gambia

Alex Eble, Chris Frost, Alpha Camara, Baboucarr Bouy, Momodou Bah, Maitri Sivaraman, Pei-Tseng Jenny Hsieh, Chitra Jayanty, Tony Brady, Piotr Gawron, Stijn Vansteelandt, Peter Boone and Diana Elbourne

Journal of Development Economics, 2021, vol. 148, issue C

Abstract: Despite large schooling and learning gains in many developing countries, children in highly deprived areas are often unlikely to achieve even basic literacy and numeracy. We study how much of this problem can be resolved using a multi-pronged intervention combining three interventions known to be separately effective. We conducted a cluster-randomized trial in The Gambia evaluating a literacy and numeracy intervention designed for primary-aged children in remote parts of poor countries. The intervention combines para teachers delivering after-school supplementary classes, scripted lesson plans, and frequent monitoring focusing on improving teacher practice (coaching). A similar intervention previously demonstrated large learning gains in rural India. After three academic years, Gambian children allocated to the intervention scored 46 percentage points (3.2 SD) better on a combined literacy and numeracy test than control children. Our results demonstrate that, in this type of area, aggressive interventions can yield far greater learning gains than previously shown.

Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:eee:deveco:v:148:y:2021:i:c:s0304387820301140

DOI: 10.1016/j.jdeveco.2020.102539

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