Effects of a Multi-Faceted Education Program on Enrollment, Equity, Learning, and School Management: Evidence from India

Abstract

The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

Policies and interventions to remove gender‐related barriers to girls' school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence

“…The interventions in these studies included provision of academic support conceptualized broadly in the form of: (1) additional educational content beyond what is usually offered in class; (2) homework assistance; (3) remedial help; and (4) counselling to address attendance issues. All 13 studies estimated effects on education outcomes for girls (GRADE Summary 1 and Figure 4.8.1), while four estimated pooled effects for girls and boys and differences by sex (GRADE Summary 2 and Figure 4.8.2) (Beg et al, 2018; Delavallade et al, 2014; Muralidharan et al, 2016; Yang et al, 2013).…”

“…As with the other barriers, two challenges emerge when trying to disentangle the effects of interventions designed to address lack of academic support: (1) they took different forms and were implemented in different settings; and (2) they were often combined with other program components, making it difficult to isolate the direct effects of activities focused on academic support (see Table 5.8). Some of the interventions evaluated in these studies provided a form of academic support as part of a larger multi‐component program, some of which included school fees or other financial incentives (Cho et al, 2019; Hungi & Ngware, 2017; Iritani et al, 2016; Hallfors et al, 2011), while others focused more directly on training or remedial support (Beg et al, 2018; Lakshminarayana et al, 2013; Mensch et al, 2019; Muralidharan et al, 2016; Yang et al, 2013), mentoring and life skills education (Edmonds et al, 2016; Morrell et al, 2014), school policy or infrastructure changes (Meller & Litschig, 2015; Okurut, 2015, 2018) or efforts to increase community support for girls' education (Delavallade et al, 2014). However, the variety of interventions captured in this barrier also illuminates some important findings.…”

“…Mensch et al (2019), which tested an after‐school e‐reader literacy program for 7th grade girls in Zambia, embedded this component within a safe space empowerment program using female mentors. Lakshminarayana and colleagues (2013) report on a government program in India that provided two‐hour after school instruction classes using supplementary teaching and learning materials, while Delavallade et al (2014) evaluate the Educate Girls program in India, which include after‐school “games‐based” education for girls and boys several times a week over 3 months. Beg and colleagues (2018) discuss the effects of a “light touch” eLearn intervention tested in schools in Pakistan that involved multimedia video presentations corresponding to topics in the curriculum.…”

The Unequal Impacts of COVID-19 on Student Learning

“…For 76 Longden (2013). 77 Delavallade et al (2019). example, internet access reaches 87% in rich countries but only 24% in poorer ones.…”

Some Children Left Behind: Variation in the Effects of an Educational Intervention

“…The PRIMR intervention has larger effects when implemented in the students' mother tongue, but only for literacy in that language (Piper et al 2018). Delavallade, Griffith, and Thornton (2019) point out that the majority of programs actually implemented in developing countries involve a packaged bundle of education inputs.…”