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Publications & Research

Topics

  • Policy Issues

Publication Type

  • Peer-reviewed Articles

School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010

By: Paul Glewwe, Eric Hanushek, Sarah Humpage, Renator Ravina

January 1, 2013

Developing countries spend hundreds of billions of dollars each year on schools, educational materials and teachers, but relatively little is known about how effective these expenditures are at increasing students’ years of completed schooling and, more importantly, the skills that they learn whi

Teachers|School Resources|Educational Improvement

Region - Global

Region: Global

Topics

  • Scaling Up/Scalability

Publication Type

  • Working Papers

Scaling-up What Works: Experimental Evidence on External Validity in Kenyan Education

By: Tessa Bold, Mwangi Kimenyi, Germano Mwabu, Alice Ng'ang'a, Justin Sandefur

January 1, 2013

The recent wave of randomized trials in development economics has provoked criticisms regarding external validity. We investigate two concerns: heterogeneity across beneficiaries and implementers in a randomized trial of contract teachers in Kenyan schools.

Scaling up|NGO

Region - East South Africa

Region: Kenya

Topics

  • Teachers and Teaching

Publication Type

  • Working Papers

Visual and Linguistic Factors in Literacy Acquisition: Instructional Implications for Beginning Readings in Low-Income Countries

By: Chiara Valeria Marinelli, Marialuisa Martelli, Prachayani Praphamontripong, Pierluigi Zoccolotti, Helen Abadzi

January 1, 2013

Improving the quality of literacy teaching may require intervening at different levels, for example, encouraging school attendance and optimizing textbook format and teaching methods.

Teaching

Region - Global

Region: Global

Topics

  • Language of Instruction
  • Parent & Community Involvement/Support
  • Emergent Literacy

Publication Type

  • Reports

Life-wide Learning: Supporting All Children to Enjoy Quality Education

By: Elliott Friedlander, Amy Jo Dowd, Ivelina Borisova, Jarrett Guajardo

October 1, 2012

Through its evidence-based programming, Save the Children has identified five elements of disparity: gender, language, socioeconomic status, home literacy environment, and experiences in early childhood programmes. This paper explores how evaluation data allowed not only the exploration of impact across commonly discussed equity categories of gender and language, but also how across the further essential categories of home literacy environment and participation in ECD programmes.

education quality|Post-2015|Gender|Socioeconomic status|Home Literacy|Assessment

Region - Global

Region: Global

Topics

  • Policy Issues

Publication Type

  • Reports

Are Our Children Learning? Literacy and Numeracy across East Africa - 2012

By: Uewzo

August 1, 2012

This report compiles, compares and presents the headline findings of the 2011 Uwezo national assessments in Kenya, Uganda, and Tanzania (mainland). These assessments constitute by far the largest such exercise of its kind in Africa.

Citizen-led assessment|Accountability|Literacy|Numeracy

Region - East South Africa

Region: Kenya, Tanzania, Uganda

Topics

  • Testing and Assessment

Publication Type

  • Working Papers

Developing Cross-Language Metrics for Reading Fluency Measurement: Some Issues and Options

By: Helen Abadzi

July 10, 2012

Since 2005, over 70 oral reading fluency tests have been given in many languages and scripts, either as part of the Early Grade Reading Assessment (EGRA) or as individual one-minute tests.

Assessment|Language of instruction|EGRA|Reading

Region - Global

Region: Global

Topics

  • Parent & Community Involvement/Support

Publication Type

  • Reports
Region - West Africa

Region: Ghana

Topics

  • Teachers and Teaching

Publication Type

  • Reports

Opportunity to Learn: A High Impact Strategy for Improving Educational Outcomes in Developing Countries

By: Audrey-Marie Schuh Moore, Joseph DeStefano, Elizabeth Adelman

March 1, 2012

This paper will argue that the basic opportunity to learn does not exist in many countries, and that a concerted management focus to assure that schools provide these basic elements of an opportunity to learn could potentially yield big improvements in learning.

Time on task|Text and Materials|Teachers and teaching|Learning|EGRA|Reading

Region - Global

Region: Global

Topics

  • Testing and Assessment

Publication Type

  • Peer-reviewed Articles

The Debate on Learning Assessments in Developing Countries

By: D. Wagner, M. Lockheed, I. Mullis, M. Martin, A. Kanjee, A. Gove

March 1, 2012

Over the past decade, international and national education agencies have begun to emphasize the improvement of the quality (rather than quantity) of education in developing countries.

Assessment|education quality|Testing|Reading

Region - Global

Region: Global

Topics

  • Teachers and Teaching
  • Parent & Community Involvement/Support

Publication Type

  • Program Evaluations

East Africa Quality in Early Learning (EAQEL) - Impact Evaluation Report

By: Moses Oketch, Moses Ngware, Maurice Mutisya, Admassu Kassahun, Benta Abuya, Peter Musyoka

February 1, 2012

This is an impact assessment report of an independent evaluation of the Aga Khan Foundation‘s (AKF) East African Quality in Early Learning (EAQEL) initiative to determine whether the initiative improves learning outcomes in the early grades (1-3) in two districts in Kenya and two districts in Uga

Instructional Model|Community Libraries|Parental Engagement|Reading

Region - East South Africa

Region: Kenya, Uganda

Pages

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