Center for Global Development
Education programs in rural areas of developing countries are often implemented through local agents, such as community teachers. With this knowledge, Jenny Aker and co-author Christopher Ksoll tested mobile phone monitoring systems to see if they could improve learning outcomes as part of an adult education program. Using a randomized control trial in 140 villages in Niger, Aker and Ksoll implemented a mobile phone monitoring system in half the villages, whereby teachers, student representatives, and the village chief were called on a weekly basis. There was no explicit financial incentive to the monitoring program.
Aker will discuss testing methodology and conclusions, which indicate that mobile monitoring did affect student performance. During the first year of the program, reading and math test scores were 0.15–0.20 standard deviations higher in monitoring villages than in non-monitoring villages, with relatively stronger effects in the region where monitoring was weakest.
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