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The professional learning community (PLC) is considered to be an effective school improvement strategy centered on student achievement. The goal of this study was to introduce the PLC approach in a few public elementary schools in Cameroon to evaluate the causal impact of this organizational model on student learning. A quasi-experimental approach was used involving an experimental group and a control group. Student pre- and post-tests were administered in two core subjects (French and...
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We study the effects of preschool attendance on children's schooling and cognitive skills in Kenya and Tanzania. We use a within-household estimator and data from nationally representative surveys of school-age children's literacy and numeracy skills, which include retrospective information on preschool attendance. In both countries, school entry rules are not strictly enforced, and children who attend preschool often start primary school late. At ages 7–9, these children have thus attended...
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Background: Governments in low-income countries and donors have invested the equivalent of hundreds of millions of dollars in enhancing reading outcomes. Although reliable measures exist to assess emergent literacy skills in international contexts, there is little consensus on the assessment of reading comprehension. Methods: Using data from 5,389 Kenyan children attending low-cost private schools, we compared the reading comprehension measure from the Early Grade Reading Assessment to two...
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Background: Governments in low‐income countries and donors have invested the equivalent of hundreds of millions of dollars in enhancing reading outcomes. Although reliable measures exist to assess emergent literacy skills in international contexts, there is little consensus on the assessment of reading comprehension. Methods: Using data from 5,389 Kenyan children attending low‐cost private schools, we compared the reading comprehension measure from the Early Grade Reading Assessment to two...
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Research on discourse in African classrooms has shown the predominance of teacher centered instructional practices. Teacher centered discourse patterns have been blamed for student passivity and disengagement in knowledge production. In this article, we investigate teachers' use of the invariant tag isn't it in Kenyan primary classrooms during ELA and math lessons. Using Bernstein's pedagogical device theory, we submit that the tag plays a regulative function in classroom discourse. Based on...
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Low-fee private schools (LFPS) have grown considerably in the developing world as public free primary education has been unable to cater to the poorest children. Bridge International Academies (BIA), one of the largest chains of LFPS, has positioned itself as a solution to issues of access and quality of primary education. Using newspaper articles from Kenya and Uganda, this paper examines public discourse of BIA through the lens of cultural political economy, or how public discourse can...
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The relative educational returns on colonial versus indigenous language instruction in sub-Saharan countries have yet to be decisively estimated. To address this unanswered question, this paper provides an impact assessment of an experiment in Cameroon in which the first 3 years of schooling were conducted in a local language instead of in English. Test results in examinations in both English and math reveal that treated students exhibit gains of 1.1–1.4 of a standard deviation in grades 1...
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UNICEF education strategy 2019–2030
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Informal Learning and Literacy among Maasai Women" highlights the importance and role of informal education in the emancipation and development of Maasai village women in Kenya. At present, knowledge and research on the impact of informal learning and literacy on community development is limited, and there is a gap between policy level discussions and women's lived experiences. Using a postcolonial feminist framework, this book sets out to examine linkages between informal learning and...
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Literacy is a powerful tool against poverty, leading to further education and vocational success. In sub-Saharan Africa, schoolchildren commonly learn in two languages--African and European. Multiple early literacy skills (including phonological awareness and receptive language) support literacy acquisition, but this has yet to be empirically tested in sub-Saharan Africa, where learning contexts are highly multilingual, and children are often learning to read in a language they do not speak...
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In many low- and middle-income countries, young children learn a mother tongue or indigenous language at home before entering the formal education system where they will need to understand and speak a country's official language(s). Thus, assessments of children before school age, conducted in a nation's official language, may not fully reflect a child's development, underscoring the importance of test translation and adaptation. To examine differences in vocabulary development by language...
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The evidence-informed approach to policy-making and implementation is, at its core, about better decisions for a better future. It is focused on the effective use of scarce resources, on avoiding harm and maximising good. It is grounded in principles of equity and equality, of accountability and transparency. Given these characteristics, for those of us who work in this field, there is arguably a moral, economic, social and political case for paying closer attention to evidence-informed...
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Recent evidence indicates substantial heterogeneity in the returns to skills across countries, but only a few studies have explained the varying patterns in the return to skills. Using the 2013 STEP data for Ghana and Kenya, we estimate the causal effect of cognitive and noncognitive skills on a large set of labour market outcomes by controlling for important predetermined variables. We find that cognitive skill remains an important predictor of labour market outcomes but its effect is...
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Background: Data-based decision-making in education often focuses on the use of summative assessment data in order to bring about improvements in student achievement. However, many other sources of evidence are available across a wide range of indicators. There is potential for school leaders, teachers and students to use these diverse sources more fully to support their work on a range of school improvement goals. Purpose and sources of evidence: To explore data-based decisionmaking for...
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