ABC, 123: The Impact of a Mobile Phone Literacy Program on Educational Outcomes

CGD non-resident fellow Jenny Aker and co-authors report on the results from a randomized evaluation of a mobile phone education program (Project ABC) in Niger, in which adult students learned how to use mobile phones as part of a literacy and numeracy class. Overall, students demonstrated substantial improvements in literacy and numeracy test scores. There is also evidence of persistent impacts: six months after the end of the first year of classes, students in the program retained what they had learned better than others. The effects do not appear to be driven by differences in teacher quality or in teacher and student attendance. The results suggest that simple and relatively cheap information and communication technology can serve as an effective and sustainable learning tool for rural populations.Education

ABC, 123: Can you text me now? The Impact of a Mobile Phone Literacy Program on Educational Outcomes.

We report the short-term results from a randomized evaluation of a mobile phone literacy and numeracy program (Project ABC) in Niger, in which adult literacy students learned how to use mobile phones as part of a literacy and numeracy class. Students in ABC villages showed substantial gains in numeracy exam scores. There is also evidence of heterogeneity in program effects across regions, suggesting the impact is context dependent. These results were stronger in one region, for women and for participants younger than 45. There was also evidence of persistent impacts: six months after the end of the first year of classes, students in ABC villages retained what they had learned better than the non-ABC students. These effects do not appear to be driven by differences in teacher quality and motivation, nor student attendance.Education; literacy; information technology; program evaluation; Nigeria

Pedagogy, curriculum, teaching practices and teacher education in developing countries

This rigorous literature review focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to: 1. review existing evidence on the review topic to inform programme design and policy making undertaken by the DFID, other agencies and researchers 2. identify critical evidence gaps to guide the development of future research programme

Literacy in Scotland. Country Report. Children and adolescents

European Literacy Policy Network (ELINET

The State of Numeracy Education in Latin America and the Caribbean

Through this review we have sought to further understanding of the state of preprimary, primary, and secondary numeracy education in Latin America and the Caribbean (LAC). Research on the opportunities available to students in the region presents a troubling picture. Young people are not being properly prepared for the numeracy requirements of an increasingly interconnected world economy. Culprits include weak curricula, inadequate learning materials, and teachers¿ lack of proficiency in mathematics and the natural sciences