Birte Snilstveit, 3ie’s Evaluation Specialist, presented findings on 14th April 2016 from 3ie’s systematic review on education effectiveness, Interventions for improving learning outcomes and access to education in low- and middle-income countries: a systematic review.
The Sustainable Development Goals (SDGs) on education aim to ensure inclusive and equitable quality education and promote lifelong learning. In this context, there is a need for evidence on the effects of education interventions for informing decisions about how limited funding can be best used to achieve quality education for all children. The review identifies, assesses and synthesises evidence on the effects of education interventions on children’s access to education and learning in low- and middle-income countries (LMICs). It synthesises findings from 238 studies evaluating the effects of a range of different education programmes in 52 LMICs.
The review finds that programmes have improved either school participation or learning outcomes, but not both. Cash transfer programmes have the largest and most consistent positive effects on school participation outcomes, but they do not typically improve learning outcomes. Structured pedagogy on the other hand have the largest and most consistent positive effects on learning outcomes, but the studies that measure participation outcomes do not suggest a positive effect.
Other panellists for the session on education effectiveness and the SDGs include Chris Berry, Head of Profession for Education, DFID, and Elizabeth King, 3ie Board of Commissioners who spoke about tailoring educational materials to local contexts and the relevance of considering contextual factors when making policy recommendations.
A video of the session can be seen here.
This session formed part of the 3ie London Evidence Week Conference. The full day’s event on ‘Meeting local and global development goals: how rigorous evidence can help’ can be found here.