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Searching with a thematic focus on Education

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  • Document

    Parental, familial, and community support interventions to improve children’s literacy in developing countries: a systematic review

    The Campbell Collaboration, 2014
    The objective of this systematic review is to examine the availability of evidence and what that evidence says about the effectiveness of interventions to improve parental, familial, and community support for children’s literacy development in developing countries.
  • Document

    Do Barangays Really Matter in Local Services Delivery?: Some Issues and Policy Options

    Philippine Institute for Development Studies, 2009
    This paper is borne out of the need to address the scarcity of evidence-based studies on barangay financing. It analyzes and evaluates key issues on financing of devolved functions at the barangay level, with particular focus on fund utilization and program allocation, and proposes some policy options addressing the issues.
  • Document

    Subsidising education: are school vouchers the solution?

    International Initiative for Impact Evaluation, 2010
    Good quality education is out of reach for many poor people, due to its high costs. Governments try to make it more accessible by subsidising it. School vouchers provide one means subsidise education. Vouchers allow students to expand their school choice, including attending private schools, potentially providing “better quality” education.
  • Document

    Education for all: how to pass the 2015 grade?

    International Initiative for Impact Evaluation, 2010
    Lack of education is one of the many dimensions of poverty. Achieving universal primary education is not only a goal in itself but also a contributing factor to achieve other development goals, such as a reduced rate of HIV/AIDS, better resource management, lower poverty and inequality and sustained economic growth, 2003.
  • Document

    Getting girls into school: a development benefit for all

    International Initiative for Impact Evaluation, 2009
    A disproportionate number of girls remain out of schools in many developing countries. Evidence shows there is a need for ‘gender-targeted’ programs. Such targeted programs may be financial incentives - which a number have studies have found to be effective - or female-friendly schools, for which the evidence base is weak.
  • Document

    Special needs education: towards more inclusive

    International Initiative for Impact Evaluation, 2009
    Enrolment rates and educational attainment of children with disabilities lag far behind those of their non-disabled peers. The school enrolment rate for children with disabilities is estimated to be some 2 to 5 percent in developing countries, a deficit that far exceeds those of other high-risk groups such as girls, children from rural areas, or from low-income families.
  • Document

    Assessing long-term impacts of conditional cash transfers on children and young adults in rural Nicaragua

    International Initiative for Impact Evaluation, 2014
    Conditional cash transfer (CCT) programmes, which offer families cash grants conditional on attendance at school or preventive health visits, have expanded rapidly over the past decade.
  • Document

    The promise of preschool in Africa: a randomized impact evaluation of early childhood development in rural Mozambique

    International Initiative for Impact Evaluation, 2012
    Early childhood development programmes are seen as a promising way to prevent such delays and foster early development. While there is a growing evidence base on the effects of early childhood development programmes in the United States, Latin America and elsewhere, there is little evidence of the effectiveness and cost-effectiveness of such programmes in the African context.
  • Document

    Quality education for all children? Briefing paper

    International Initiative for Impact Evaluation, 2013
    Governments and donors as part of their commitment to achieve Education for All by 2015 have pledged to get children into school, provide them with quality education and respond to their learning needs. But what is most effective in getting children into school, keeping them there and ensuring that they learn?
  • Document

    Ready for school

    International Initiative for Impact Evaluation, 2012
    In Mozambique, only 4 out of 100 children go to preschool and very few programmes are available in rural areas where poverty is more acute. Existing evidence shows that investment in education early in life gives children a head start, and has effects on their immediate well-being and future prospects. But such evidence is not available from Africa.

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