{ "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": 21, "pageCount": 101, "prevPage": 20, "nextPage": 22, "slideType": "appendix_methodology", "function": "cite_precedent", "density": "dense", "nDataPoints": 2, "notes": "Page 19 of a larger report, likely a literature review or methodology appendix.", "elementsJson": [ "paragraph" ], "metadataConfidence": 0.9, "imagePath": null, "slideHref": "/slides/019dd923-5de0-76bd-a168-a3737f540343/21", "deckHref": "/decks/019dd923-5de0-76bd-a168-a3737f540343", "deckJsonHref": "/decks/019dd923-5de0-76bd-a168-a3737f540343.json", "deckAnchorHref": "/decks/019dd923-5de0-76bd-a168-a3737f540343#slide-21", "components": [ { "bbox": null, "kind": "callout", "text": "This new generation of early child education evidence suggests that there is value in these investments and capacity of governments and others to provide them on the African continent.", "attrs": null, "subkind": null, "toolName": "Visual emphasis", "toolSlug": "visual-emphasis", "confidence": null, "componentId": "019dd952-28af-733c-ac09-d2c80a6ed047", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.09, "w": 0.66, "x": 0.17, "y": 0.68 }, "kind": "paragraph", "text": "Finally, at least one study examines a home-based program to strengthen children’s emergent literacy skills before they even begin school. In Kenya, randomly selected parents of young children received either children’s storybooks or storybooks with training on how to read the storybooks with children (Knauer et al. 2020). Children whose parents received both books and training demonstrated increased vocabulary.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "3766c054-5abf-4cf4-a860-d8d3bb01f0df", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.04, "w": 0.66, "x": 0.17, "y": 0.78 }, "kind": "paragraph", "text": "This new generation of early child education evidence suggests that there is value in these investments and capacity of governments and others to provide them on the African continent.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "43d6432b-1dff-41d2-b44e-e68e8394f484", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.18, "w": 0.66, "x": 0.17, "y": 0.5 }, "kind": "paragraph", "text": "Six studies examine the quality of early child education services. Blimpo et al. (2019a) also compare children who attended preschools that were randomly assigned to receive intensive teacher training, finding much higher language skills in children attending those schools. Morabito et al. (2018) evaluate children randomly assigned to high-quality versus low-quality preschools: they find no average effect on test scores, although there is evidence that high-quality preschool has a positive impact for children with poorly educated fathers (compensating for inequality) and a negative impact for children with poorly educated mothers (reinforcing inequality). Four other interventions trained early child education providers—in Ghana, Kenya, and Malawi—and were discussed in section 5.1.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "74e0a956-4c60-4860-a472-e12a5ef64735", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.45, "w": 0.66, "x": 0.17, "y": 0.09 }, "kind": "paragraph", "text": "income countries stems from Latin America and do not identify a single paper that predates 2015 in Africa. Since then, several studies have come out, most of which examine the impact of access to early child education (Appendix Table 13). Martinez et al. (2017) use a randomized controlled trial to estimate the impact of community-based preschools in Mozambique and find that enrolled children are much more likely to be in primary school at the right age and that their test scores are higher, with larger effects for children from poorer households. Bietenbeck et al. (2019) take advantage of the expansion of pre-primary education in Kenya and Tanzania to compare siblings with access to siblings without; they find that children with access to preschool education are more likely to be in primary school, more likely to have advanced, and have moderately higher scores on cognitive tests (0.10 standard deviations). Aunio et al. (2019)—with a simple cross-sectional regression approach and the selection challenges that entails—find a significant, positive correlation between kindergarten attendance and later numeracy skill in South Africa, even when controlling for other current skills (language and executive function). Krafft (2015) compares siblings with and without access to early child education in Egypt and finds that access translates to an additional year of total schooling. Woldehanna and Araya (2017) use an instrumental variables approach with Young Lives data in Ethiopia and find that preschool attendees in urban areas are 25 percent more likely to have completed secondary education than non-attendees. Finally, Blimpo et al. (2019a) evaluate random assignment of community-based early child development centers in the Gambia and find that children from less-disadvantaged families do worse, consistent with some evidence from high-income countries (Baker et al., forthcoming).", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "9cf79b80-06f4-4bda-a64a-36e779622452", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.02, "w": 0.02, "x": 0.49, "y": 0.94 }, "kind": "source-note", "text": "19", "attrs": null, "subkind": null, "toolName": null, "toolSlug": null, "confidence": null, "componentId": "c7c5c17d-a571-4d76-b45a-1e2421eae11c", "frameworkName": null, "frameworkSlug": null } ], "metrics": [], "tools": [ { "name": "Executive summary", "slug": "executive-summary", "agent": null, "layer": "slide", "matchId": "2101b274-997a-4928-be16-57111aa6e52b", "evidence": "This new generation of early child education evidence suggests that there is value in these investments and capacity of governments and others to provide them on the African continent.", "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": [], "imagePathAlt": null, "thumbSrc": null, "thumbSrcAlt": null, "locked": true }