{ "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": 17, "pageCount": 101, "prevPage": 16, "nextPage": 18, "slideType": "appendix", "function": "appendix", "density": "dense", "nDataPoints": 0, "notes": "This appears to be a page from a research report or academic paper, given the extensive citations and footnote.", "elementsJson": [ "paragraph", "footnote" ], "metadataConfidence": 1, "imagePath": null, "slideHref": "/slides/019dd923-5de0-76bd-a168-a3737f540343/17", "deckHref": "/decks/019dd923-5de0-76bd-a168-a3737f540343", "deckJsonHref": "/decks/019dd923-5de0-76bd-a168-a3737f540343.json", "deckAnchorHref": "/decks/019dd923-5de0-76bd-a168-a3737f540343#slide-17", "components": [ { "bbox": null, "kind": "callout", "text": "Ultimately, construction is likely a necessary condition for other interventions to work when there are insufficient schools.", "attrs": null, "subkind": null, "toolName": "Visual emphasis", "toolSlug": "visual-emphasis", "confidence": null, "componentId": "019dd952-28ae-7243-84cb-9b963bb4cd95", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.145, "w": 0.648, "x": 0.176, "y": 0.337 }, "kind": "paragraph", "text": "While the findings are certainly not universally positive, they suggest that technology in education can effectively complement or substitute for existing inputs when the infrastructure is in place to support it. This pattern is consistent with earlier evidence suggesting more consistently positive impacts of education technology interventions in low- or middle-income countries than in high-income countries (Bulman and Fairlie, 2016). However, most of the technology evaluated in the studies are used in school settings, with more stable access to electricity and internet connectivity (with the exception of e-readers that students can take home). There is still limited discussion and even less evidence for technology that allows for distance learning where access to school is not available.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "04080eb3-5a61-45c4-ab5f-6d9d2d696bea", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.255, "w": 0.648, "x": 0.176, "y": 0.542 }, "kind": "paragraph", "text": "School construction rarely features in reviews of the best investments, but when there are few schools, construction is essential to achieving the last mile (or last twenty miles) of enrollment. Recent studies bolster this (Appendix Table 8). In Burkina Faso, a program to construct schools improved enrollment, attendance, and student learning both seven and ten years after the program (Ingwersen et al., 2019; Kazianga et al., 2019).16 A similar program in Niger also boosted enrollment and learning (Bagby et al., 2016). These programs of course will be most effective when there are few schools: a school construction program in Benin boosted enrollment principally in rural areas (Deschênes and Hotte, 2019). Furthermore, the Burkina Faso program led young women to put off marriage and childbearing (Ingwersen et al., 2019), and the Benin program reduced tolerance of domestic violence (Deschênes and Hotte, 2019). Ashraf et al. (2020b) find that school construction benefitted girls’ education in Zambia only among ethnic groups with a bride price tradition. Ultimately, construction is likely a necessary condition for other interventions to work when there are insufficient schools.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "1e35aabc-0465-488d-8b73-43927f626ff4", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.175, "w": 0.648, "x": 0.176, "y": 0.145 }, "kind": "paragraph", "text": "In other cases, technology seeks to substitute for other inputs. Providing e-readers to secondary school students in urban Nigeria only increased learning if they included curricular content and were distributed in areas with limited textbook access, essentially substituting e-readers for traditional textbooks (Habyarimana and Sabarwal, 2018). In Ghana, broadcasting live instruction – where students can interact with the instructors – from teachers in the capital to students in rural areas improved literacy and numeracy scores, essentially substituting for teacher ability (Johnston and Ksoll, 2017). Alternatively, technology can fill an input gap in terms of role models: Riley (2019) finds that showing secondary students in Uganda a film featuring a low-income adolescent Ugandan girl succeeding at chess improved student test scores and closed the gender gap in enrollment in subsequent years.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "66edb933-8710-43f2-bc69-5e2b3e06084b", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.035, "w": 0.648, "x": 0.176, "y": 0.093 }, "kind": "paragraph", "text": "Kenyan primary schools, interactive literacy software coupled with a library of digital books and stories boosted reading scores (Lysenko et al., 2019).", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "71183cab-46a2-4403-ae74-2c33e0f2edd5", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.025, "w": 0.648, "x": 0.176, "y": 0.881 }, "kind": "source-note", "text": "16 That program also seems to have increased children’s participation in household chores (de Hoop and Rosati, 2014).", "attrs": { "numbered": true }, "subkind": null, "toolName": null, "toolSlug": null, "confidence": null, "componentId": "72107c6d-5ae3-4ab8-9ac7-4fa60ac285cc", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.018, "w": 0.165, "x": 0.176, "y": 0.515 }, "kind": "title", "text": "School construction", "attrs": null, "subkind": "headline", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "45f28052-14a6-4c02-8d5a-b3eadc1f0768", "frameworkName": null, "frameworkSlug": null } ], "metrics": [], "tools": [ { "name": "Logical chain", "slug": "logical-chain", "agent": null, "layer": "slide", "matchId": "b8086b64-ecfd-463d-b53c-da7900d6a478", "evidence": "School construction rarely features in reviews of the best investments, but when there are few schools, construction is essential to achieving the last mile (or last twenty miles) of enrollment.", "confidence": 0.6 } ], "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 }