{ "docId": "019dd923-5de0-76bd-a168-a3737f540343", "docSlug": "d791b7fba79d000b", "documentTitle": "Education: Mega Trends and Opportunities in Africa", "authorId": "LEK", "authorName": "Center for Global Development", "documentKindSlug": "consulting-deck", "documentKindLabel": "Consulting deck", "sourceTypeSlug": "strategy_consulting", "sourceTypeLabel": "Strategy consulting", "presentationDate": null, "orientation": "portrait", "aspectRatio": 0.773, "pageNumber": 11, "pageCount": 101, "prevPage": 10, "nextPage": 12, "slideType": "appendix_methodology", "function": "summarize", "density": "dense", "nDataPoints": 0, "notes": "This appears to be a page from a research paper or report, not a standard consulting deck slide.", "elementsJson": [ "paragraph", "footnote" ], "metadataConfidence": 0.9, "imagePath": null, "slideHref": "/slides/019dd923-5de0-76bd-a168-a3737f540343/11", "deckHref": "/decks/019dd923-5de0-76bd-a168-a3737f540343", "deckJsonHref": "/decks/019dd923-5de0-76bd-a168-a3737f540343.json", "deckAnchorHref": "/decks/019dd923-5de0-76bd-a168-a3737f540343#slide-11", "components": [ { "bbox": { "h": 0.15, "w": 0.65, "x": 0.175, "y": 0.62 }, "kind": "paragraph", "text": "While impacts on initial reading ability in the mother tongue is promising, the objective of many parents is for their children to be literate in the colonial language, which may explain some of the resistance that parents have posed to mother tongue instruction reforms, as in Kenya (Piper et al., 2016c). Several recent studies suggest that mother tongue instruction has positive impacts on children's ability to subsequently learn a second language in Cameroon (Laitin et al., 2019), Ethiopia (Seid, 2019), and South Africa (Taylor and von Fintel, 2016). However, Piper et al. (2018c) find the effect is not as strong: students taught in mother-tongue do not perform any better in English and perform worse in mathematics compared to students taught in a non-mother tongue.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "0ce2b83a-261b-4ec8-acc3-19abe8ca82d9", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.15, "w": 0.65, "x": 0.175, "y": 0.45 }, "kind": "paragraph", "text": "Mother tongue instruction usually refers to teaching students basic skills in a language that they already know when they arrive at school. In many African countries, the historical norm has been to teach children in a colonial language (e.g., English, French, or Portuguese), even though most children arrive at school with little or no ability in that language. Most earlier syntheses have little or nothing to say about mother tongue instruction, but evidence has grown dramatically in recent years (Appendix Table 3). Teaching children to read in a language they speak at home increased the rate at which children learn to read in Cameroon (Laitin et al., 2019), Kenya (Piper et al., 2016c), and Uganda (Brunette et al., 2019; Kerwin and Thornton, 2020).", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "2353daf1-7085-4b99-97ad-090080c952fb", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.15, "w": 0.65, "x": 0.175, "y": 0.178 }, "kind": "paragraph", "text": "We review the studies in four broad categories. Studies in the first group focus on what happens in the classroom and on policies around the person who manages the classroom—the teacher. These include studies on mother tongue instruction, structured pedagogy, and policies around teacher pay, teacher professional development, and accountability. Studies in the second group focus on a variety of inputs: school feeding, education technology, school construction, and other inputs. Studies in the third group focus on financing: cash transfers, school grants, and the elimination of school fees. Studies in the fourth and final group focus on three other topics: early child education, for which there has been little experimental or quasi-experimental evidence in Africa in the past, but for which that literature is growing; girls’ education; and public-private partnerships.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "e8a18f0a-a778-4d7b-a3c0-5dc857a68949", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.05, "w": 0.65, "x": 0.175, "y": 0.85 }, "kind": "source-note", "text": "11 Mother tongue instruction can also be used to refer to teaching children their mother tongue (e.g., formalizing knowledge of a language spoken from childhood). That is not how we use the term here. 12 Brunette et al. (2019) examined interventions in 12 different mother tongues and found positive, significant impacts for three quarters of them.", "attrs": { "numbered": true }, "subkind": null, "toolName": null, "toolSlug": null, "confidence": null, "componentId": "908621e2-b509-4eb5-9bee-450f3ba8b5c7", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.02, "w": 0.25, "x": 0.175, "y": 0.392 }, "kind": "title", "text": "5.1 Teachers and pedagogy", "attrs": null, "subkind": "headline", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "33b58a2d-0a44-4c65-af4f-d8c968479a51", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.02, "w": 0.11, "x": 0.175, "y": 0.145 }, "kind": "title", "text": "5. Results", "attrs": null, "subkind": "headline", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "c3ee8ce5-87f4-4ef5-bb26-f6e5439abf98", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.015, "w": 0.2, "x": 0.175, "y": 0.425 }, "kind": "title", "text": "Mother tongue instruction", "attrs": null, "subkind": "subtitle", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "d8fe75c0-bd1d-4fe1-9aad-f8658453c67a", "frameworkName": null, "frameworkSlug": null } ], "metrics": [], "tools": [ { "name": "Audience Definition", "slug": "audience-definition", "agent": "Storyteller", "layer": "slide", "matchId": "fe83ea6f-5969-425e-9d28-9984f3948854", "evidence": "Studies in the first group focus on what happens in the classroom and on policies around the person who manages the classroom—the teacher.", "confidence": 0.5 } ], "frameworks": [], "arcBeats": [ { "to": 24, "from": 6, "beatId": "c5b8f4ec-2ddd-4073-8d6a-63f019ccbfbd", "arcName": "The Consultant's Gambit", "arcSlug": "consultants-gambit", "beatName": "Problem & Complication", "beatSlug": "consultants-gambit-problem-complication", "evidence": "The document's analysis of challenges in education in Africa, including low learning outcomes and access issues.", "position": 1, "confidence": 0.8, "parentBeatName": "Complication", "parentBeatSlug": "complication" } ], "loops": [ { "to": 20, "from": 10, "name": "Cost Of Inaction", "slug": "27-cost-of-inaction", "bestFor": "Urgent budget requests, compliance, risk mitigation", "matchId": "e791d344-6621-4b92-836c-ada67d6abf52", "evidence": "The document's discussion of the costs of inaction in education, including foregone economic opportunities.", "position": 0, "objective": "Highlighting the consequences of not addressing education challenges in Africa", "structure": "The Status Quo -> The Hidden Costs Accumulating -> The Future State of Inaction -> The Tipping Point", "confidence": 0.6, "description": "Quantify what happens if the audience does nothing" } ], "imagePathAlt": null, "thumbSrc": null, "thumbSrcAlt": null, "locked": true }