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Alors meme que les pays d'Afrique subsaharienne poursuivent leurs efforts pour ameliorer les acquis scolaires de leurs enfants en reformant leur systeme educatif, l'accessibilite financiere et la disponibilite des manuels continuent de poser de veritables defis. Mais, malgre l'importance du soutien technique et du financement apportes par les partenaires, dont la Banque mondiale, l'accessibilite financiere et la disponibilite des manuels restent un objectif difficile a atteindre dans la majorite des pays, tant pour les enseignants que pour les eleves. La plupart des pays africains sont confrontes a de faibles acquis scolaires et de forts taux d'abandon. Deux tiers seulement des enfants scolarises achevent leurs etudes et environ la moitie d'entre eux possedent des competences de base en calcul et en lecture. Les manuels scolaires sont generalement consideres comme un moyen indispensable et economique d'ameliorer la qualite de l'apprentissage. Fournir des manuels scolaires a tous les enfants d'Afrique subsaharienne : strategies de lutte contre leur cherte et leur faible disponibilite propose des mesures susceptibles de reduire les couts des manuels et d'augmenter leur disponibilite. Le present ouvrage examine en detail les couts et les obstacles financiers entravant la disponibilite des manuels dans les ecoles d'une grande partie de la region, ainsi que les mesures adoptees avec succes dans d'autres pays. Il fournit egalement une evaluation rigoureuse des avantages et inconvenients des materiels pedagogiques numeriques et appelle a la prudence quant a l'idee qu'ils peuvent immediatement remplacer les manuels imprimes. Concu pour susciter un debat entre responsables de l'action publique, partenaires de developpement et autres parties prenantes d'Afrique, Fournir des manuels scolaires a tous les enfants d'Afrique subsaharienne : strategies de lutte contre leur cherte et leur faible disponibilite fournit des informations et une analyse a la fois pratiques et pertinentes.
Availabity Of Textbooks --- Dropout Rate --- Education Achievement --- Educational System --- French Translation --- Learning Quality
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Working with the Mexican Ministry of Education, this study piloted a scalable program to reduce high school dropout rates by focusing on socio-emotional skill development and mathematics tutoring. The intervention was evaluated through a randomized field experiment with more than 5,000 youths at 20 upper secondary schools in Mexico City. An intention-to-treat analysis finds some evidence that exposure to the Opportunities and Development to Avoid Risks Program increases socio-emotional skills, but no evidence that it improves math outcomes or future attendance. Likely explanations for these 0 results include low take-up and other process factors, which are document qualitatively, as well as heterogeneous treatment effects. In particular, an inverse-probability-weighted matching model is suggestive of an effect whereby some students participate actively in the program and drop out of school less often, while other students choose not to participate when given the option and actually drop out more as a result.
Cognitive Behavioral Therapy --- Dropout Rate --- Education --- Education Policy --- Educational Attainment --- Educational Policy and Planning --- Educational Sciences --- Enrollment --- RCT --- Secondary Education
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Using a unique longitudinal data set collected from primary school students in Pakistan, this paper documents four new facts about learning in low-income countries. First, children's test scores increase by 1.19 standard deviation between Grades 3 and 6. Second, going to school is associated with greater learning. Children who drop out have the same test score gains prior to dropping out as those who do not but experience no improvements after dropping out. Third, there is significant variation in test score gains across students, but test scores converge over the primary schooling years. Students with initially low test scores gain more than those with initially high scores, even after accounting for mean reversion. Fourth, conditional on past test scores, household characteristics explain little of the variation in learning. To reconcile the findings with the literature, the paper introduces the concept of "fragile learning," where progression may be followed by stagnation or reversals. The implications of these results are discussed in the context of several ongoing debates in the literature on education in low- and middle-income countries.
Conditional Cash Transfers --- Dropout Rate --- Education --- Education For All --- Education Indicators and Statistics --- Fragile States --- Learning Outcomes --- Poverty --- Primary Education
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As of 2007, 29 developing countries had some type of conditional cash transfer program in place, with many others planning or piloting one. However, the evidence base needed by a government to decide how to design a new conditional cash transfer program is severely limited in a number of critical dimensions. This paper presents one-year schooling impacts from a conditional cash transfer experiment among teenage girls and young women in Malawi, which was designed to address these shortcomings: conditionality status, size of separate transfers to the schoolgirl and the parent, and village-level saturation of treatment were all independently randomized. The authors find that the program had large impacts on school attendance: the re-enrollment rate among those who had already dropped out of school before the start of the program increased by two and a half times and the dropout rate among those in school at baseline decreased from 11 to 6 percent. These impacts were, on average, similar in the conditional and the unconditional treatment arms. Although most schooling outcomes examined here were unresponsive to variation in the size of the transfer to the parents, higher transfers given directly to the schoolgirls were associated with significantly improved school attendance and progress - but only if the transfers were conditional on school attendance. There were no spillover effects within treatment communities after the first year of program implementation. Policymakers looking to design cost-effective cash transfer programs targeted toward young women should note the relative insensitivity of these short-term program impacts with respect to conditionality and total transfer size.
Dropout from school --- Dropout rate --- Education --- Education for All --- Enrollment rate --- Health, Nutrition and Population --- Literacy --- Low educational attainment --- Lower levels of education --- Number of dropouts --- Population Policies --- Poverty Monitoring and Analysis --- Primary Education --- Primary level --- Reading --- Rural Education --- School attendance --- School children --- School dropouts --- School enrollment --- School fees --- School girls --- School year --- Schooling --- Schools --- Secondary school --- Tertiary Education
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This paper analyzes the impact of COVID-19 lockdown measures on children's school resilience. Using an individual fixed-effect linear probability model on Nigeria data, it exploits the quasi-randomness of these measures to estimate their effect on school attendance after the lockdown was lifted. The results show that COVID-19 lockdown measures reduced children's probability of attending school after the school system reopened. This negative impact increased with children's age, reaching a peak among those whose education was no longer compulsory. For schoolchildren in that age group, the negative effect of COVID-19 lockdown measures is likely to be permanent, which, if not reversed, will undermine the quality of the economy-wide future labor force. The paper also finds evidence that in the child marriage-prone North-West part of Nigeria that these measures increased gender inequality in education among children aged 12 to 18. This result suggests that COVID-19 lockdown measures may exacerbate harmful traditional practices such as child marriage.
Access and Equity in Basic Education --- Access To Education --- Coronavirus --- COVID-19 --- Distance Learning --- Dropout Rate --- Education --- Education For All --- Educational Technology and Distance Education --- Effective Schools and Teachers --- Gender --- Gender and Education --- Gender Equity --- Gender Inequality --- Lockdown --- Remote Learning --- School Attendance --- School Closure
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School closures due to COVID-19 have left more than a billion students out of school. This paper presents the results of simulations considering three, five and seven months of school closure and different levels of mitigation effectiveness resulting in optimistic, intermediate and pessimistic global scenarios. Using data on 157 countries, the analysis finds that the global level of schooling and learning will fall. COVID-19 could result in a loss of between 0.3 and 0.9 years of schooling adjusted for quality, bringing down the effective years of basic schooling that students achieve during their lifetime from 7.9 years to between 7.0 and 7.6 years. Close to 7 million students from primary up to secondary education could drop out due to the income shock of the pandemic alone. Students from the current cohort could, on average, face a reduction of USD 355, USD 872, or USD 1,408 in yearly earnings. In present value terms, this amounts to between USD 6,472 and USD 25,680 dollars in lost earnings over a typical student's lifetime. Exclusion and inequality will likely be exacerbated if already marginalized and vulnerable groups, like girls, ethnic minorities, and persons with disabilities, are more adversely affected by the school closures. Globally, a school shutdown of 5 months could generate learning losses that have a present value of USD 10 trillion. By this measure, the world could stand to lose as much as 16 percent of the investments that governments make in the basic education of this cohort of students. The world could thus face a substantial setback in achieving the goal of halving the percentage of learning poor and be unable to meet the goal by 2030 unless drastic remedial action is taken.
Coronavirus --- COVID-19 --- Disease Control and Prevention --- Dropout Rate --- Early Childhood Development --- Economics of Education --- Education --- Education for All --- Health and Poverty --- Health, Nutrition and Population --- Learning Loss --- Learning Outcomes --- Pandemic Impact --- Primary Education --- Public Health Promotion --- School Closure --- Secondary Education
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This paper constructs two longitudinal datasets that record students' test scores in a national standardized exam in Mexico and track students from the end of primary (Grade 6) to the end of lower (Grade 9) and upper (Grade 12) secondary school, then to university and labor market participation up to two years after graduation from upper secondary. The results show that test scores are a strong predictor of future education and labor market outcomes. Using a large sample of twins in the data, the paper shows that the relationship between Grade 6 test scores and future education outcomes goes beyond family background. Finally, the paper exploits the within-individual correlation between subject test scores and finds evidence that this standardized assessment captures in a meaningful way the specific skills that it is designed to measure. These results show that, despite their limitations, large-scale standardized tests can capture skills that are important for future individual wellbeing.
Education --- Educational Institutions and Facilities --- Educational Sciences --- Effective Schools and Teachers --- Health Care Services Industry --- Industry --- Jobs --- Labor Market --- Labor Markets --- Rural Development --- Rural Labor Markets --- School Dropout Rate --- Skills Development --- Social Protections and Labor --- Standardized Exams --- Test Score --- Well-Being
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As of 2007, 29 developing countries had some type of conditional cash transfer program in place, with many others planning or piloting one. However, the evidence base needed by a government to decide how to design a new conditional cash transfer program is severely limited in a number of critical dimensions. This paper presents one-year schooling impacts from a conditional cash transfer experiment among teenage girls and young women in Malawi, which was designed to address these shortcomings: conditionality status, size of separate transfers to the schoolgirl and the parent, and village-level saturation of treatment were all independently randomized. The authors find that the program had large impacts on school attendance: the re-enrollment rate among those who had already dropped out of school before the start of the program increased by two and a half times and the dropout rate among those in school at baseline decreased from 11 to 6 percent. These impacts were, on average, similar in the conditional and the unconditional treatment arms. Although most schooling outcomes examined here were unresponsive to variation in the size of the transfer to the parents, higher transfers given directly to the schoolgirls were associated with significantly improved school attendance and progress - but only if the transfers were conditional on school attendance. There were no spillover effects within treatment communities after the first year of program implementation. Policymakers looking to design cost-effective cash transfer programs targeted toward young women should note the relative insensitivity of these short-term program impacts with respect to conditionality and total transfer size.
Dropout from school --- Dropout rate --- Education --- Education for All --- Enrollment rate --- Health, Nutrition and Population --- Literacy --- Low educational attainment --- Lower levels of education --- Number of dropouts --- Population Policies --- Poverty Monitoring and Analysis --- Primary Education --- Primary level --- Reading --- Rural Education --- School attendance --- School children --- School dropouts --- School enrollment --- School fees --- School girls --- School year --- Schooling --- Schools --- Secondary school --- Tertiary Education
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Are the large enrollment effects of conditional cash transfer programs a result of the conditions or simply the cash? This paper presents the first experimental evidence on the effectiveness of conditionality in cash transfer programs for schooling. Using data from an intervention in Malawi that featured randomized conditional and unconditional treatment arms, the authors find that the program reduced the dropout rate by more than 40 percent and substantially increased regular school attendance among the target population of adolescent girls. However, they do not detect a higher impact in the conditional treatment group. This finding contrasts with previous non-experimental studies of conditional cash transfer programs, which found negligible "income" effects and strong "price" effects on schooling. The authors argue that their findings are consistent with the very low level of incomes and the high prevalence of teen marriage in the region. The results indicate that relatively small, unconditional cash transfers can be cost-effective in boosting school enrollment among adolescent girls in similar settings.
Adolescent girls --- Adolescent Health --- Dropout from school --- Dropout rate --- Dropout rates --- Education --- Education For All --- Enrollment rates --- Health --- Learning --- Low educational attainment --- Net enrollment --- Nutrition and Population --- Population Policies --- Primary Education --- Primary school --- Regular school attendance --- Rural Education --- School children --- School dropout --- School enrollment --- School fees --- School year --- Schooling --- Schools --- Secondary school --- Secondary schools --- Tertiary Education
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Parents and students from different socioeconomic backgrounds value differently school characteristics, but the reasons behind this preference heterogeneity are not well understood. In the context of the centralized school assignment system in Mexico City, this study analyzes how a large household income shock affects choices over high school tracks exploiting the discontinuity in the assignment of the welfare program Oportunidades. The income shock significantly increases the probability of choosing the vocational track vis-a-vis the other more academic-oriented tracks. The findings suggest that the transfer relaxes the financial constraints that prevent relatively low-ability students from choosing the schooling option with higher labor market returns.
Academic ability --- Academic achievement --- Academic quality --- Academic year --- Access to university --- Achievement --- Achievement standards --- Assignment mechanism --- Average treatment effect --- Career --- College --- College education --- Curriculum --- Dropout rate --- Economic development --- Economics of education --- Education --- Education for all --- Education institutions --- Education level --- Education programs --- Educational modalities --- Educational outcomes --- Effective schools & teachers --- Elite schools --- Employment --- Enrollment --- Ethnic composition --- Exam --- Fees --- Geographic distribution --- Grade levels --- Graduate --- Graduation rate --- Grants --- High school --- High school level --- High school students --- High schools --- Higher education --- Human capital --- Information technology --- ITS --- Labor markets --- Learning --- LET --- Literature --- Low-income students --- Lower secondary --- Lower secondary school --- Middle school --- Middle schools --- Ministry of education --- Mobility --- Number of students --- Number of students per teacher --- Open access --- Parental education --- Pedagogical methods --- Primary education --- Public education --- Public school --- Public schools --- Returns to education --- Scholarships --- School attendance --- School census --- School completion --- School curriculum --- School days --- School facilities --- School infrastructure --- School level --- School principals --- School program --- School programs --- School quality --- School students --- School supplies --- School vouchers --- School year --- Schooling --- Secondary education --- Secondary enrollment --- Secondary school --- Secondary schooling --- Skills --- Statistics --- Student ability --- Students --- Students per teacher --- Study --- Teacher --- Teachers --- Technical education --- Technical schools --- Technical track --- Tertiary education --- Tertiary level --- Test scores --- Training --- Tuition --- Tuition costs --- Tuition fees --- University --- University degree --- University programs --- Upper secondary --- Upper secondary education --- Upper secondary level --- Vocational education --- Vocational school --- Vocational schools --- Vouchers --- Workshops
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