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Basic algebra on a chalkboard. Adobe Stock

Learning at Scale—A Call for Successful, Large-Scale Numeracy and Government-led Programs

The Learning at Scale research team is seeking current programs that have demonstrated significant impact on learning outcomes and are operating at scale. For this phase of the study, we are looking for two types of programs: 1) programs with demonstrated effectiveness on numeracy outcomes at scale; or 2) programs that are fully implemented by government bodies (not implementing partner led or directed programs) with demonstrated effectiveness in either literacy or numeracy at scale.

Who Is Going Back to School? A Four-Country Rapid Survey in Ethiopia, India, Nigeria, and Pakistan

To understand the impact of the COVID-19 pandemic on re-enrollment for girls and boys, CGD and Malala Fund collaborated to analyze results from a series of rapid surveys that Malala Fund commissioned in Ethiopia, India, Nigeria, and Pakistan. These surveys are among the first (to our knowledge) to elicit children’s self-reported likelihood of going back to school and their experiences during the pandemic.

Chart showing prevalence of private schools in Europe, Africa, Latin America, and South Asia. The other three have far higher private enrollment than Europe, and pre-primary and high secondary have the highest percentages across all.

The Economic Shock of COVID-19 May Hit Private School and Contract Teachers Hardest

While regular public school teachers may be relatively safe from significant wage reductions following COVID-19 in many parts of the world, the structure of the teacher labor market will likely play an important role in the impact of the shock on the education system as a whole. Private schools and contract teachers are a key part of the education workforce in many developing countries and face disproportionate risks of job loss and salary reductions following the pandemic.

Chart showing LAYS gained per $100 on a log scale. Giving information has huge variance but the highest gains. Targeted teaching and structured lessons also had high average gains.

What Interventions Deliver the Most Quality Years of Education? And at What Price?

There are many studies that show how one intervention reduces dropouts (better access to school) or another intervention increases learning (better quality of schooling). But policymakers and others care about a combination of access and learning! So how do you choose between one intervention that says it will keep kids in school longer and another that says it will boost their learning? Presenting the results of evaluations in terms of learning-adjusted years of schooling, or LAYS, is one solution.

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