By Prince Parker
From the article:
The UK Department for International Development (DFID) has published a report in Nigeria which shows full equity of learning in Bridge International Academies classrooms, regardless of a child’s socioeconomic background.
It is a strong endorsement of DFID’s commitment to innovative private sector’s role in improving service and opportunity for these families.
Even though the report was based on Bridge schools in Lagos, Nigeria, the findings clearly have relevance in a Liberian context where the social enterprise supports Government schools as part of the Liberian Education Advancement programme.
The DFID findings build on the preponderance of evidence demonstrating that the methods used and support provided by Bridge to teachers and students lead to higher learning than the alternative.
This has been seen in Liberia when an independent report released last year by the Centre for Global Development and Innovations Poverty Action revealed that Bridge students learnt twice as fast as their peers in neighbouring schools. Students at Bridge run public schools learned significantly more than students at traditional public schools, nearly twice as much in reading and more than twice as much in maths. This is the equivalent of an additional year of schooling.
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